
Author 



Title 



Ciass*:^_ UJ[S|£.0 Imprint 
Book ,/^ jQ^ 



Ki— ;i«ey»-i Gfo 



MANUAL 



FOR THE 



Normal Training Course 



IN 



KANSAS HIGH SCHOOLS, 



1910-1911. 



ISSUED BY 



E. T. FAIRCHILD, 

State Superintendent of Public Instruction. 



STATE PRINTING OFFICE, 
TOPEKA, 1910. 



MANUAL 



FOR THE 



Normal Training Course 



IN 



KANSAS HIGH SCHOOLS. 



1910-1911. 



ISSUED BY 



E. T. FAIRCHILD, 

State Superintendent of Public Instruction. 



STATE PRINTING OFFICE, 
TOPEKA, 1910. 



-..^.iji.:- -j..i- uii 11^ 






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D. OF 0. 

SEP 39 1910 



'V 






PREFACE, 



The purpose of this Manual is to give a history of the nor- 
mal-training high-school movement in Kansas, and to set forth 
those requirements of the state department of public instruc- 
tion which must be met by all schools receiving the benefits and 
privileges of the normal-training act of 1909. 

The Manual is further intended to offer suggestions as to the 
manner and means of conducting the work in such a way as to 
meet the approval of this department. There will be available 
to the department two opportunities for testing just how closely 
these requirements and suggestions have been followed, 
namely, first, the examination in the designated normal-train- 
ing subjects of all applicants for certificates under the normal- 
training law; and second, the inspection of the work of the 
schools themselves by the normal-training high-school Inspec- 
tor. Both the visits of the Inspector and the results of the ex- 
amination for the past year revealed the fact that in some cases; 
too little attention was paid to the regulations of the State 
Board of Education and to the outlines of the subjects as con- 
tained in the Manual. This was in a measure unavoidable, 
since the work was in process of organization. But a year's 
time and experience ought now to have enabled every school 
to get fully into line. A sufficient supply of the Manuals will 
be printed so that every teacher and every pupil doing the 
normal-training work may have a copy. The examination next 
year will follow the outlines even more closely than did the last 
one, and the papers will be graded accordingly. Therefore it 
is imperative that the authorities of every approved normal- 
training school should see to it that all normal-training teach- 
ers and pupils are supplied with individual copies of the Man- 
ual and that they consult them constantly. The Manual will 
be furnished free of charge to all such schools by this office. 

(3) 



4 Normal Training Course. 

It is of supreme importance that normal-training pupils be 
daily led .to see the great responsibility of the teaching pro- 
fession. And since they are to teach in rural schools they 
should be imbued with a proper spirit towards country life, 
and urged and aided to acquire a thorough knoivledge of rural 

school conditions and requirements. 

» 

Superintendents and teachers by a careful reading of this 
Manual will find answers to many questions which will natu- 
rally arise concerning the work, and thus avoid uncertainty 
and unnecessary correspondence. 



-rxz 



CONTENTS, 



page 

Normal Training in Kansas High Schools 7 

Regulations 12 

Approved Schools 14 

Course of Study 16 

Text and Reference Books 19 

Outline in United States History 22 

Outline in Psychology 44 

Outline in Methods 49 

Outline in Management 52 

Outline in Arithmetic 54 

Outline in Geography = 63 

Outline in Grammar and Composition 70 

Outline in Reading 75 

Observation Work ._ 85 

Practice Teaching 87 

Examination , 87 

Renewal of Certificates 87 

(5) 



NORMAL TRAINING IN KANSAS 
HIGH SCHOOLS. 



The theory upon which any system of schools supported by 
public taxation must be based is that of the general welfare — 
the greatest good to the greatest number. Otherwise, to tax 
the childless property owner to educate the children of others 
would be wholly indefensible. It is therefore incumbent upon 
school authorities to administer their schools in harmony with 
this idea. And so far as our common schools and our state in- 
stitutions of higher learning are concerned this has in general 
been done. Our common schools furnish the rudiments of 
knowledge to all who will accept them, and even strive to force 
all to take them; while our great state schools with their va- 
rious departments offer opportunities for special and expert 
training in almost every line of human endeavor. But, curi- 
ously enough, the high school, the ''poor man's college," as it 
has been called, has been administered upon an entirely differ- 
ent basis — has been conducted rather as the rich man's school 
than as the poor man's school or every man's school, as it should 
have been. The question that has heretofore determined the 
standing and respectability of a high school has not been, does 
it seek to prepare its boys and girls to become farmers and 
farmer's wives, or to engage in commercial pursuits, or to enter 
the teacher's calling, but does it prepare for admission to the 
accredited colleges and universities of the state. Far be it 
from this department to belittle or underestimate the desira- 
bility and value of college and university training. Every high- 
school graduate who has the desire and the means should have 
the opportunity of entering college. But to make such entrance 
the sole or even the first purpose of the high-school course is 
uterly subversive of the whole theory of public education so far 
as it applies to high schools ; for to do so exaggerates the inter- 
ests of the less than twenty-five per cent of graduates who enter 
college and correspondingly disregards or subordinates the in- 
terests of the more than seventy-five per cent who enter im- 
mediately upon active life. 

To be sure, it may be said that a course which best prepares 
for college will best prepare for life. But why may it not be 
said no less dogmatically that a course which best prepares for 
life will best prepare for college? Indeed, there are evidences 
that the colleges and universities themselves are coming to 
realize that this is a more or less pertinent inquiry; and that 

(7) 



8 



Normal Training Course. 



they are coming to this view is the result of three causes. The 
first of these was the demand on the part of the public for the 
recognition of business arithmetic, bookkeeping, commercial 
law, and other so-called commercial branches in the high-school 
course. The second was the constantly increasing popularity 
of training in the manual and domestic arts and in agriculture. 
And the last is the one which furnishes the occasion for this 
Manual — the demand for the specific training of teachers in 
our high schools. 

While this is the time order in which the development has 
come, it is, as has already been indicated, exactly the reverse of 
what the real purpose and function of the high school should 
have led us to expect. And as establishing this point, some 
figures may prove not uninteresting. The new normal-training 
movement has not been under way in this state long enough for 
this department to gather statistics; but in Nebraska, where 
a similar law has been in operation since 1907, data have been 
obtained which, owing to our proximity and similarity of con- 
ditions, may be used as representing approximately the situa- 
tion in Kansas. These figures show that for the three years 
preceding 1905 the sixty strongest high schools graduated 2300 
students, and, says the report, '*600 of the graduates, or 26 per 
cent, went immediately to college ; 800, or 35 per cent, immedi- 
ately entered business, including such work as farming, bank- 
ing, clerking, housekeeping, and like occupations; 900, or 39 
per cent, of them immediately took upon themselves the re- 
sponsible business of teaching ; and all this in spite of the fact 
that these sixty of our strongest high schools have been strain- 
ing themselves almost to the breaking point for credits at 
college or university." 

It was with this situation in mind as to Kansas that the state 
superintendent urged, the Educational Commission recom- 
mended and the legislature enacted the normal-training law, 
whose provisions follow : 

An Act to provide for normal training in certain high schools and acad- 
emies, and to provide for state aid to high schools giving such normal 
training. 

Be it enacted by the Legislature of the State of Kansas: 

Section 1. That for the purpose of affording increased facilities for 
the professional training of those preparing to teach, and particularly 
those who are to have charge of our rural schools, the State Board of 
Education shall make provision for normal courses of study and for 
normal training in such high schools as said Board of Education shall 
designate; provided, that said high schools shall be selected and distrib- 
uted with regard to their usefulness in supplying trained teachers for 
schools in all portions of the state and with regard to the number of 
teachers required for the schools in each portion of the state. 

Sec. 2. Each high school designated for normal training and meeting 
the requirements of the State Board of Education shall receive state aid 
to the amount of five hundred dollars per school year, to be paid in two 
equal installments, on the 1st day of March and the 1st day of June each 



Kansas High Schools. 9 

year, from the state treasury, on a voucher certified to by its superin- 
tendent or principal and approved by the state superintendent of public 
instruction; provided, that no part of such money received from the state 
shall be used for any other purpose than to pay teachers' wages; and 
provided further, that in case more than one high school in any one 
county shall estalDlish a normal course in accordance with the provisions 
of this act and shall be accredited by the State Board of Education, the 
total state aid distributed in such counties shall not exceed one thousand 
dollars, and in case there are more than two high schools in any one 
county designated and accredited by the State Board of Education, state 
aid to an amount not exceeding one thousand dollars shall be equally 
divided among said schools. 

Sec. 3. In order that a high school shall be eligible to receive state aid 
under this act, it shall have in regular attendance in its normal-training 
courses at least ten students during each semester, and such normal-train- 
ing work shall be given under such rules and regulations as the State 
Board of Education may prescribe, subject to the provisions of this act. 

Sec. 4. On the third Friday and Saturday of May each year in each 
high school accredited under the provisions of this act an examination of 
applicants for normal-training certificates shall be conducted, under such 
rules as the State Board of Education may prescribe. This examination 
shall be in charge of two competent persons appointed by said Board. 
The said State Board of Education shall prepare the questions and fix the 
standard for the issuing of said certificates ; provided, that said certificates 
shall be issued only to graduates of said normal courses of study, and 
shall be issued for a period of two years, and shall be renewable on con- 
ditions established by the State Board of Education. A fee of one dollar 
shallbe charged each applicant, and the money so collected shall be turned 
over to the treasurer of the school where such examination is held, and 
the treasurer of such school shall pay the persons conducting said exam- 
ination for their services in a sum not to exceed three dollars per day 
each. The manuscripts shall be properly wrapped and sealed and sent 
to the state superintendent of public instruction, accompanied by a fee 
of ten dollars from the funds of the school. All moneys received by the 
state superintendent of public instruction from such source shall be 
turned into the state treasury, and shall become available to pay the ex- 
penses incurred by the State Board of Education in securing and paying 
for a competent examination and grading of said manuscripts. Said 
certificate shall be issued by the State Board of Education, and shall be 
valid in any county of the state. All moneys received from such source 
during the fiscal years ending June 30, 1910 and 1911, are hereby appro- 
priated to pay for said expenses of said State Board of Education. Said 
expenses shall be paid on the warrants of the state auditor, upon the 
filing of proper vouchers approved by the state superintendent of public 
instruction. 

Sec. 5. Accredited academies are eligible to the operation of this act 
except as to receiving state aid. 

Sec. 6. The sum of fifty thousand dollars for the fiscal year beginning 
July 1, 1909, and the sum of fifty thousand dollars for the fiscal year be- 
ginning July 1, 1910, or so much thereof as may be necessary, is hereby 
appropriated out of any funds in the general fund not otherwise appro- 
priated, to carry out the provisions of this act. 

Sec. 7. All acts and parts of acts in conflict with the provisions of this 
act are hereby repealed. 

Sec. 8. This act shall take eflrect and be in force from and after its 
publication in the statute book. 

As has already been stated, there is no disposition on the 
part of those who were insistent in urging the normal-training 
act to deny to any high-school graduate the preparation that 
would fit him for entrance to college. Their purpose was to so 



10 



Normal Training Course. 



broaden the high-school course as to meet the need of and 
the ever-growing demand for better trained teachers in our 
schools, and at the same time to give to the large proportion of 
high-school graduates who must at once enter upon the serious 
business of earning a living the opportunity to get some special 
professional training in that work in which the largest per 
cent of them immediately engage. All this was with the hope 
that these young people might go out into active life prepared 
not only better to serve themselves, but also better to serve the 
communities in which they labor. 

To quote from the report of the Educational Commission : 

It is a well-known fact that the majority of the teachers of Kansas go 
into the work with little or no special preparation. A number, small, 
however, compared with the number of teachers in the state, attend some 
of our normal schools or colleges; but practically all the rural schools are 
in charge of teachers who have made no preparation except such as the 
academic studies give them. This is even more of a detriment than ap- 
pears at first thought, for the graded schools, in which the greater part of 
the normal- and college-trained teachers are employed, are usually super- 
intended by men of experience and special fitness for the work, while the 
rural teacher has no one to whom she can go for daily advice and help. 

It is a striking anomaly that the lawyer who looks after our 
material interests, or the physician who cares for our bodily 
health ; even the veterinary who doctors our horses and dogs, 
the carpenter who builds our houses, or the machinist who re- 
pairs our automobiles, must go through a long professional 
training or practical apprenticeship before he is regarded as 
fit to ply his trade. Yet every year thousands of inexperienced 
and untrained boys and girls are allowed — even encouraged — 
to step out of the ranks of the common schools and to take their 
places as the counselors and guides of the plastic minds and 
immortal souls of our dearest possession — our children. And 
this condition falls with greatest severity upon our rural popu- 
lation, for the school boards in all our cities and in most of 
our smaller towns have firmly established the rule not to em- 
ploy a teacher who has not had practical teaching experience or 
special professional training. So the only place for the un- 
trained tyro, with no education beyond that furnished by the 
eighth grade, to begin is in some country school. But the be- 
ginners must teach, and the school must have teachers. As a 
consequence our rural schools become the only training school 
that the vast body of our teachers ever know; and here these 
teachers learn — by experience and experiment, by practicing 
upon the tender intellects of the most hopeful and virile youth 
of the land — those pedagogical principles and educational 
truths which they should have learned as a part of their pre- 
liminary professional training before ever entering the school- 
room ''as one having authority." And even this does not tell 
the whole story. No sooner has one of these journeymen, or 
rather journey women, teachers by virtue of quick insight and 
ready acquisition — by reason of the born teacher's birthright — 



Kansas High Schools. 11 

grasped the fundamentals of her great problem and proved 
herself capable in the application of them, than the superior 
inducements of the graded school and the ever alert city school 
board allure her from the country to the town. And the rural 
school must begin over again the training of another teacher to 
go the same way; or, it may be, this time to experiment with 
one who was intended to have been a hewer of wood and a 
drawer of water instead of a teacher of men. 

This situation is the fault neither of the intelligent men and 
women who make up our agricultural population, nor of the 
young people who teach their schools ; both would have it differ- 
ent if they could. This is shown, on the one hand, by the fact 
that in many instances country districts strive to overcome the 
other attractions of work in the graded schools by offering 
wages that the towns cannot afford to pay; and, on the other 
hand, by the avidity with which many of these young teachers 
seize every opportunity within their reach to improve them- 
selves; or, when they have earned the means, seek the oppor- 
tunity. 

The only relief lies in requiring better preparation and some 
professional training for all our teachers. It is the hope and 
the belief of this department that the time is not far distant 
when, as is now the case in some of our sister states, every 
teacher entering newly upon the work shall have had at least 
a high-school education, and that the course shall have included 
at least one year's special professional preparation for the work 
of teaching. 

It was in anticipation of this event, and to alleviate present 
conditions by bringing the means of special professional train- 
ing to the very door of practically every prospective teacher, 
and by bringing a scholastically and pedagogically educated 
teacher to the very door of practically every schoolhouse in 
Kansas, that the normal-training act was passed. And the 
enthusiasm with which it has been received by the people, and 
the efforts that have been made by the schools to comply with 
its requirements, give ample evidence that its purpose will be 
fulfilled. 



12 Normal TPwAining Course. 



REGULATIONS. 



In accordance with the terms of the law the State. Board of 
Education formulated the following regulations governing 
the approval and operation of normal-training schools : 

High schools and academies to be eligible under the provisions of the 
normal-training act must: (1) Maintain a four-year course; provided 
however, that in counties in which no high school has a four-year course 
a three-year course may be approved. (2) In all high schools approved 
under the terms of the normal-training act there shall be at least three 
regular high-school teachers, exclusive of the superintendent; provided, 
however, that in those counties in which the three-year course is approved 
there shall be at least two regular high-school teachers, exclusive of the 
superintendent; provided further, that in counties in which no organized 
high school can meet the condition as to the number of teachers, these 
requirements may be modified at the discretion of the State Board of 
Education. (3) A teacher shall not teach more than seven classes a day. 
(4) Before determining the eligibility of any high school there shall be 
sent to the state superintendent by the superintendent or board of educa- 
tion a certified list of pupils agreeing to undertake the normal-training 
course, and who shall have signed the following pledge: "We, the under- 
signed, hereby declare that our object in asking admission to the normal- 
training class in high school is to prepare ourselves for teaching, 

and it is our purpose to engage in teaching in the public schools of Kansas 
at the completion of such preparation. We pledge ourselves to remain in 
the class the required time unless prevented by illness, or unless excused 
by the state superintendent of public instruction." All pupils who sign 
the pledge to take the normal-training course must be members either of 
the junior or senior class (these may be either juniors or seniors at 
time of signing, or those who will be juniors or seniors the coming year), 
or graduates of an accredited high school. Said list bhall be sent to the 
state superintendent by June 1, each year. (5) A reference library con- 
sisting of at least thirty volumes, and covering the suggestive list which 
will be offered later, and from which not less than two books shall be 
selected on each of the following subjects, will be required: Principles of 
education, methods of instruction, school management, industrial educa- 
tion, elementary agriculture, history of education. 

The requirements for entrance of pupils to the normal-training course 
shall be the same as the recognized standard of entrance to any other 
course in accredited high schools. 

Regular members of any high school, or the graduates of any high 
school, or any teacher holding a certificate, whose previous work entitles 
her to enter the junior or senior year of an accredited high school, shall 
be eligible to take the normal-training course. 

Students graduating in the normal courses, if nonresidents of the dis- 
trict, shall not be charged tuition for the last year of the course. 

The normal course, as outlined in the "Course of Study for the High 
Schools of Kansas" and prepared by the State Board of Education, 1908, 
represents the work that it is expected will be done by all high schools 
operating under the provisions of this act. It is required that the follow- 
ing distinctively normal-training work be done in the fourth year, namely: 

One-half unit — Psychology. 

One-half unit — Methods and management, including a certain amount 
of observation and training work. 

One unit — Review common branches; provided, however, that the 
Board may permit certain portions of work to be done in the third year 
for good and sufficient reasons. 



Kansas High Schools. 13 

The State Board has further determined: 

First. — That the reviews provided for in the senior year of the normal- 
training course shall consist of at least nine weeks each of review work 
in arithmetic, geography, grammar and reading. It may be added that 
it is expected that the review in these subjects shall give large emphasis 
to methods as well as to matter. 

Second. — That the subjects for the final examination shall be psychol- 
ogy, methods and management, American history, arithmetic, geography, 
grammar and reading, and that candidates for normal-training certifi- 
cates must take the examination at the end of the senior year in all the 
above-named subjects. 

Third. — That until further notice, schools which are unable to meet the 
requirements of group VIII, as shown in the Course of Study for High 
Schools prepared by the State Board of Education, may, in lieu of the one 
unit required, offer one unit of the following: Physiography, one-half 
unit; physiology, one-half unit; civics, one-half unit; bookkeeping, one- 
half or one unit; and in group VIII one-half unit each of drawing or 
music may be offered. 

Fourth. — That the requirements as to the educational training of in- 
structors in normal-training courses in high schools accredited by the 
State Board shall be: First, said instructors shall be graduates from the 
four-year course of the Kansas State Normal School, or of an accredited 
state normal school ; or, second, they shall be graduates of the University 
of Kansas, or of an accredited college or university, and they shall have 
had at least two years of successful teaching experience; or third, they 
shall be educators of recognized and advanced scholastic and professional 
training and of wide experience in public school work; and fourth, the 
selection of such instructors having in particular charge the normal- 
training courses shall be approved by the state superintendent of public 
instruction; and these qualifications shall apply to instructors in psychol- 
ogy, methods and management, the review subjects, and the supervisor 
of observation work. 

Fifth. — That all academies and high schools establishing normal-train- 
ing courses in compliance with the rules and regulations of the State 
Board of Education, and not receiving state aid, may be designated and 
accredited by the State Board without reference to the number of pupils 
taking such course; provided, that all the other requirements shall be 
carried out, and the graduates of such schools shall be entitled to the priv- 
ilege of certification upon examination by the State Board. 

Sixth. — That county high schools shall be eligible to all the provisions 
of the normal-training act; provided, that they agree to conform to con- 
ditions required by law, including the requirement relative to examination 
and certification as set forth in the normal-training act of 1909. 

Seventh. — That all two-teacher high schools shall add one additional 
teacher in order to be eligible to the terms of the normal-training act. 

[Note. — Through a circular letter issued by the authorities of the 
State University, credits for entrance requirements to that institution 
have been extended to the following vocational subjects: Woodwork, one- 
unit; drawing, one unit; domestic art, domestic science, agriculture, book- 
keeping, commercial law, commercial geography, psychology, and methods, 
each one-half unit; civics, one-half unit; economics and physiography, 
when pursued for one-half year only, one-half unit each. Said accredit- 
ing to be conditioned on definitions that will be set forth in a bulletin to 
be issued later by the University authorities.] 

ADDITIONAL OBSERVATIONS. 

The order in which the reviews are to be taken is arithmetic, geog- 
raphy, grammar, reading. Psychology is to come the first half of the 
year, and methods and management the last half. American history is 
to be continued throughout the year. 

Since only those who complete the four years of the normal -training 
course are eligible to examination, it is required that seniors only be al- 



14 



Normal Training Course. 



lowed to take the normal-training work. Those juniors who have signed 
the pledge will be counted as part of the ten required by law though they 
do not take up the specifically normal-training work until next year. In 
the event that there are no seniors in the present class taking this work, 
it is then recommended that not more than one class in normal-training 
be formed of juniors during the present year. Should this be done per- 
haps the arithmetic would be the most desirable subject to review. It is 
expected that in the matter of the reviews no one but the normal-training 
students or those expecting to prepare to teach will be permitted to join 
these classes. The work itself is of such a specific nature that it would 
undoubtedly interfere greatly with the progress of the classes if others 
than those intimately interested in the teaching problem were permitted to 
become members. 

In the other distinctively normal-training studies other than the 
pledgors may be permitted to enter, though it is believed that it would be 
much better in the case of psychology and methods and management to 
confine the membership to the normal-training pupils. In the case of 
American history, while there need be no great difference in the character 
of the treatment of this subject for the normal-training pupils, and con- 
sequently no second class in this subject need be formed, nevertheless the 
teacher should keep constantly in mind the fact that a portion of the class 
at least are preparing to teach, and frequent suggestions relative to the 
best methods of teaching this important subject should be a definite part 
of the work. 

In conformity to the foregoing requirements and regulations the nor- 
mal training course was last year instituted in 110 high schools and 
academies of the state. Every county in which there was a school able 
and willing to meet the requirements was represented in the list — 
seventy-eight in all. In these schools 721 seniors and postgraduates 
completed the normal-training work and took the prescribed examination. 
Of this number 615 were successful and received the state-wide renew- 
able normal-training teachers' certificates. These young people have 
been generally successful in securing desirable schools at good wages, 
and have become an integral part of the teaching force of the state. 

For the coming year 122 schools, representing eighty counties, have 
been approved in accordance with the provisions of the normal training 
act. In these schools more than 1400 juniors, seniors and postgraduates 
have pledged themselves to pursue the normal-training course with the 
purpose "to engage in teaching in the public schools of Kansas" at the 
completion of such preparation. 

THE SCHOOLS APPROVED FULLY ARE — 



Abilene. 

Alma. 

Arkansas City. 

Ashland, 

Belleville. 

Beloit. 

Burlingame. 

Caldwell. 

Chanute. 

Chase County High School, 

Cottonwood Falls. 

Cheney. 

Cherryvale. 

Clay County High School, 

Clay Center. 

Cimarron. 
Coffeyville. 
Colony. 

Council Grove. 
Dodge City. 
El Dorado. 



Ellsworth. 

Emporia. 

Eskridge. 

Eureka. 

Frankfort. 

Fredonia. 

Fort Scott. 

Galena. 

Garden City. 

Garnett. 

Girard. 

Great Bend. 

Grenola. 

Halstead. 

Harper. 

Hartford. 

Herington. 

Hill City. 

Holton. 

Humboldt, 



Kansas High Schools. 



15 



lola. 

Jewell City. 

Junction City. 

Kingman. 

Kinsley. 

Kiowa County High School, 

Greensburg. 

Lakin. 

Lane County High School, 

Dighton. 

Lawrence. 

Leavenworth. 

Le Roy, 

Liberal. 

Lincoln. 

Lyons. 

Mankato. 

Marion. 

McPherson. 

Medicine Lodge. 

Minneapolis. 

Ness City. 

Newton. 

Norton County High School, 

Norton. 

Oakley. 

Olathe. 

Osage City. 

Osborne. 

Oskaloosa. 

Paola. 

Parsons. 



Peabody. 

Phillipsburg. . 

Plainville. 

Pleasanton. 

Pratt. 

Rawlins County High School, 

Atwood. 

Rosedale. 

Sabetha. ' 

Salina. 

Scott County High School, 

Scott City. 

Sedan. 

Seneca. 

Sheridan County High School, 

Hoxie. 

Sherman County High School, 

Goodland. 

Smith Center. 

Stafford. 

Sterling. 

St. John. 

Stockton. 

Thomas County High School, 

Colby. 

Tonganoxie. 

Troy. 

Valley Falls. 

Washington. 

Wathena. 

Winfield. 

Yates Center. 



THE SCHOOLS APPROVED IN ALL RESPECTS EXCEPT AS TO RECEIVING STATE 

AID ARE — 



Atchison. 

Atchison County High School, 

Effingham. 

Belle Plaine. 

Bethel College Academy, 

Newton. 

Bronson. 

Campbell College Academy, 

Holton. 

Chelsea Academy, 

Kansas City, Kan. 

Cherokee County High School, 

Columbus. 

Crawford County High School, 

Cherokee. 

Decatur County High School. 

Oberlin. 

Dickinson County High School, 

Chapman. 

Enterprise Normal Academy, 

Enterprise. 

Erie. 

Friends' University Academy, 

Wichita. 



Hiawatha. 

Highland College Academy, 

Highland. 

Howard. 

Kansas Christian College Academy, 

Lincoln. 

Labette County High School, 

Altamont. 

McPherson College Academy, 

McPherson. 

Midland College Academy, 

Atchison. 

Montgomery County High School, 

Independence. 

Neodesha. 

Reno County High School, 

Nickerson. 

Southwestern College Academy, 

Winfield. 

Spring Hill. 

Sumner County High School, 

Wellington. 



16 Normal Training Course. 



THE COURSE OF STUDY, 



Realizing the manifold demands that our high schools must 
meet, it is the policy of the State Board of Education, for the 
present at least, to harmonize the normal course with courses 
already existing, so far as possible, and to require the minimum 
number of changes. To that end the following course is pre- 
sented as one that offers some opportunity for training in com- 
mercial branches and agriculture; meets the requirements for 
approved normal-training schools ; and, at the same time, pre- 
pares for admission to the University, provided the kind and 
quality of work done meets the approval of the University 
High-school Visitor. 

The course is especially recommended to three-teacher high 
schools, or to those whose teaching force is so limited as to 
allow few electives. 

Freshman Year, 
first term. second term. 

English. English. 

Algebra. Algebra. 

Latin or German. Latin or German. 

Physiography. Elementary agriculture.^ 

Sophomore Year. 

English. English. 

Plane geometry. Plane geometry. 

Botany. Botany. 

Latin or German. Latin or German. 

Junior Year. 

English. English. 

Algebra. Civics. 

Medieval and modern history.^ Medieval and modern history.2 

Latin or German. Latin or German. 

Senior Year. 

Psychology. Methods and management. 

Physics. Physics. 

American history. American history. 

Reviews: Arithmetic, geography. Reviews: Grammar, reading. 

It will be observed that this is simply a single course ar- 
ranged from the several possible normal courses outlined on 
pages 10, 11 and 12 of the Course of Study for High Schools 
prepared by the State Board of Education in 1908, and already 
referred to in this Manual. For the benefit of those schools 
whose teaching force permits them more latitude in offering 

1. Or commercial law. 

2. Or Greek and Roman history, or English history. 

Note. — When college preparation is not kept in view provision could also be made in 
the above course for manual training, domestic science and additional commercial subjects. 



Kansas High Schools. 17 

courses and which wish to do more normal work than that ab- 
solutely required of approved schools, the entire normal-course 
outline is here reprinted from the Course of Study of 1908, 
with only such modifications as the regulations of the State 
Board regarding schools approved under the normal-training 
act have made necessary. 

NORMAL COURSE. 

T^he subjects for the normal high-school course are arranged in the 
following groups: 

Group I. English, four units; three units required. 

Group IL Mathematics, four and one-half units; two and one-half units 
required. 
Algebra, one and one-half units. 
Geometry, one and one-half units. 
Arithmetic, one-half unit. 
Advanced algebra, one-half unit. 
Trigonometry, one-half unit. 
Group III. Foreign languages. 

Latin, four units. 
German, three units. 
Group IV. Physical science, two and one-half units; one unit required. 
Physics, one unit. 
Chemistry, one unit. 
Physiography, one-half unit. 
Elementary agriculture, one-half unit. 
Group V. Biological science, two and one-half units; one unit required. 
Botany, one unit. 
Zoology, one unit. 
Physiology, one-half unit. 
Group VI. History, four and one-half units; two units required, one of 
which shall be American history (including Kansas 
history) . 
Greek and Roman, one unit. 
Medieval and modern, one unit. 
.English, one unit. 

American (including Kansas), one unit. 
Civics, one-half unit. 
Group VII. Commercial, four units. 

Bookkeeping and business practice, one unit. 
Commercial law, one-half unit. 
Commercial geography, one-half unit. 
Stenography, one unit. 
Typewriting, one-half unit. 
Business arithmetic, one-half unit. 
Group VIII. Arts, four units; one unit required. 
Manual training, one unit. 
Domestic science, one unit. 
Free-hand and mechanical drawing, one unit. 
Music, one unit. 
Group IX. Pedagogy, two units; both required. 
Psychology, one-half unit. 
Methods and management, one-half unit. 
Reviews of common branches, one unit. 



—2 



18 Normal Training Course. 

Course of Study for High Schools of Three or More Teachers. 

First Year, 

first term. second term. 

Required : Required : 

English. English. 

Algebra. Algebra. 

Elective : Elective : 

History. History. 

Foreign languages. Foreign languages. 

Manual training, or Manual training, or 

Domestic science. Domestic science. 

Drawing or music. Drawing or music. 

Physiography. Physiology. 

Elementary agriculture. 

Second Year. 

FIRST TERM. SECOND TERM. 

Required : Required : 

English. English. 

Botany. Botany. 

Geometry. Geometry. 

Elective : Elective : 

History. History. 

Foreign languages. Foreign languages. 

Commercial geography. Business arithmetic. 

Manual training, or Manual training, or 

Domestic science. Domestic science. 

Chemistry. Chemistry. 

Third Year, 

first term. second term. 

Required: Required: 

English. English. 

Algebra. iCivics. 

Elective : Elective : 

History. History. 

Foreign languages. Foreign languages. 

Zoology. Zoology. 

Bookkeeping. Bookkeeping, or 

Arithmetic. Commercial law. 

Stenography. ' Typewriting. 

Stenography. 

Fourth Year, 

first term. second term. 

Required: Required: 

American history. American history. 

Physics. Physics. 

Reviews. Reviews. 

Psychology. Methods and management. 

UNITS IN THE FOREGOING COURSE DEFINED. 

In order that teachers may understand clearly what each distinctively 
normal-training unit in the foregoing groups and courses ought to cover, 
the units are defined in detail on subsequent pages. For details as to the 
other units "The Course of Study for the High Schools of Kansas," issued 
by the State Board of Education in 1908, should be consulted. 



Kansas High Schools. 19 



TEXT AND REFERENCE BOOKS, 



The following are the textbooks prescribed by the State 
Board of Education as the basis of the work in the normal- 
training classes: 

ARITHMETIC. 

The state text, together with the Manual to the Myers-Brooks Arith- 
metics, published by Scott, Foresman & Co., Chicago; the Manual to be in 
the hands of the pupils. 

GEOGRAPHY. 

The state text in geography, in connection with King's Methods and 
Aids in Geography, published by Lothrop, Lee & Shepard, Boston; the 
Methods and Aids to be in the hands of the pupils. 

GRAMMAR. 
Gowdy's English Grammar, published by Allyn & Bacon, Chicago, 111. 

READING. 

Essentials of Teaching Reading, by Sherman and Reed, and published 
by the University Publishing Company, Lincoln, Neb. 

AMERICAN HISTORY. 

James and Sanford's American History, published by Charles Scrib- 
ner's Sons, Chicago, 111., or Channing's Student's History of the United" 
States, published by the Macmillan Company, Chicago, 111., or McLaugh- 
lin's History of the American Nation, published by D. Appleton & Co.j, 
Chicago, 111. 

PSYCHOLOGY. 

Betts's The Mind and Its Education, published by D. Appleton & Co., 
Chicago, 111. 

METHODS. 

White's The Art of Teaching, published by the American Book Com- 
pany, Chicago, 111. 

MANAGEMENT. 

Seeley's A New School Management, published by Hinds, Noble & 
Eldredge, New York city. 

In addition to the above, the following list of books was 
selected for the reference library which each school has agreed 
to purchase. The first thirty volumes are regarded as the ones 
which it is essential that every normal-training high school 
shall procure. Those following are suggested as highly desir- 
able supplementary references, and it is hoped that many 



20 Normal Training Course. 

school boards will see their way to purchase a number of these 
in addition to the required list : 

1. The Educative Process, Bagley. 

The Macmillan Company, Chicago. 

2. The Theory of Teaching, Salisbury. 

Row, Peterson & Co., Chicago. 

3. Talks on Pedagogics, Parker. 

A. S. Barnes & Co., New York. 

4. The Art of Teaching, White. 

American Book Company, Chicago. 

5. The Elements of Pedagogy, White. 

American Book Company, Chicago. 

6. School Management, White. 

American Book Company, Chicago. 

7. School Management, Button. 

Charles Scribner's Sons, Chicago. 

8. Method in Education, Roark. 

American Book Company, Chicago. 

9. Waymarks for Teachers, Sara Louise Arnold. 

Silver, Burdett & Co., Chicago. 

10. The School and Society, Dewey. 

The University of Chicago Press, Chicago. 

11. Great American Educators, Winship. 

American Book Company, Chicago. 

12. History of Common School Education, Anderson. 

Henry Holt & Co., New York. 

13. Teaching a District School, Dinsmore. 

American Book Company, Chicago. 

14. Common Sense Didactics, Sabin. 

Rand, McNally & Co., Chicago. 

15. The Making of a Teacher, Brumbaugh. 

Sunday School Times, Philadelphia. 

16. Education by Plays and Games, Johnson. 

Ginn & Co., Chicago. 

17. Reading: How to Teach It, Arnold. 

Silver, Burdett & Co., Chicago. 

18. How to Teach Reading, Clark. 

Scott, Foresman & Co., Chicago. 

19. How to Tell Stories to Children, Bryant. 

Houghton, Mifflin & Co., Chicago. 

20. Talks to Teachers on Psychology, James. 

Henry Holt & Co., New York. 

21. Psychology, Briefer Course, James. 

Henry Holt & Co., New York. 

22. Thinking and Learning to Think, Schaeffer. 

J. B. Lippincott & Co., Philadelphia. 

23. Psychologic Method in Teaching, McKeever. 

A. Flanagan & Co., Chicago. 

24. Among Country Schools, Kern. 

Ginn & Co., Chicago. 

25. Elements of Agriculture, Warren. 

The Macmillan Company, Chicago. 
2Q. Principles of Agriculture, Bailey. 

The Macmillan Company, Chicago. 

27. Elements of General Method, McMurry. 

The Macmillan Company, Chicago. 

28. The Method of Recitation, McMurry. 

The Macmillan Company, Chicago. 

29. Educational Wood Working for School and Home, Park. 

The Macmillan Company, Chicago, 



Kansas High Schools. 21 

30. Sewing Course, Mary Woolman. 

Frederik A. Fernald, Buffalo, N. Y. 

31. Special Method in History, McMurry. 

The Macmillan Company, Chicago. 

32. Special Method in Elementary Science, McMurry. 

The Macmillan Company, Chicago. 

33. Nature Study Lessons, McMurry. 

The Macmillan Company, Chicago. 

34. Special Method in Geography. 

The Macmillan Company, Chicago. 

35. Special Method in Reading for the Grades, McMurry. 

The Macmillan Company, Chicago. 

36. Special Method in Language, McMurry. 

The Macmillan Company, Chicago. 

37. Special Method in Arithmetic, McMurry. 

The Macmillan Company, Chicago. 

38. One Hundred Lessons in Elementary Agriculture, Nolan. 

Acme Publishing Company, Morgantown, W. Va. 

39. Agriculture for Beginners, Stevens, Burkett and Hill. 

Ginn & Co., Chicago. 

40. The Teaching of English, Chubb. 

The Macmillan Company, Chicago. 

41. The Theory and Practice of Teaching, Page. 

American Book Company, Chicago. 

42. History of Education, Seeley. 

American Book Company, Chicago. 

43. The Teacher at Work, Bender. 

A. -Flanagan & Co., Chicago. 

44. Mistakes in Teaching, Hughes. 

A. S. Barnes & Co., New York. 

45. Elementary Experiments in Psychology, Seashore. 

Henry Holt & Co., New York. 

46. Ethics for Young People, Everett. 

Ginn & Co., Chicago. 

47. Cardboard Construction, Trybom. 

The Milton Bradley Co., Springfield, Mass. 

48. The Best Method of Teaching in Country Schools, Lind. 

Hinds, Noble & Eldredge, New York. 

49. Classroom Management, Bagley. 

The Macmillan Company, Chicago. 

50. Jean Mitchell's School, Wray. 

Public School Publishing Co., Bloomington, 111. 

51. Education in the United States, Boone. 

D. Appleton & Co., Chicago. 

52. Pedagogy, Barrett. 

D. C. Heath & Co., Chicago. 

53. Management and Methods, Sanders. 

A. S. Barnes & Co., New York. 

54. Education Reformers, Quick. 

D. Appleton & Co., Chicago. 

55. Standards in Education, Chamberlain. 

American Book Company, Chicago. 

56. Phelps and His Teachers, Stephens. 

Hammond & Stephens, Fremont, Neb. 

57. Agriculture for Common Schools, Fisher and Cotton. 

Charles Scribner's Sons, Chicago. 

58. Nature Study and Life, Hodge. 

Ginn & Co., Chicago. 

59. Philosophy of Education, Home. 

The Macmillan Company, Chicago. 

60. Educational Aims and Educational Values, Hanus. 

The Macmillan Company, Chicago. 



22 Normal Training Course. 



OUTLINE OF SUBJECTS, 



UNITED STATES HISTORY. 

In the successful teaching of history the two most essential requisites 
on the part of the teacher are the ability to arouse the interest of the 
pupils and the faculty of leading them to see relations. And the follow- 
ing course of study, since it is intended primarily for the use of teachers 
of other prospective teachers, has been prepared with this thought in 
mind rather than with the view of including all topics that will neces- 
sarily be touched upon in a year's work in the subject. In other words, 
the outline is intended to be such a one as shall carry with it some 
thought of proper methods of teaching as well as serve as a guide for 
systematic study. 

Inasmuch, too, as the great majority of those who may pursue this 
course expect to become teachers in the common schools, it may not be out 
of place here to point out the kind of an introduction all pupils should 
have to history before taking up the formal study of the subject. 

Beginning not later than the third grade, pupils should be introduced 
to the unconscious study of history through the medium of story and 
biography. This work should be continued through the fourth and fifth 
grades. It should be a regular part of the school curriculum and should 
be given not less than twice a week. This may be done in connection with 
the language work or, when opportunity offers, in connection with the 
reading lesson; but it should be given. It should constantly introduce 
new historic facts and incidents which by their nature and by the form 
in which they are presented will entertain and consequently interest the 
children. These stories are much better told than read, but occasionally 
may be read. They should invariably be reproduced either orally or in 
writing by the pupils, and the pupils should be encouraged to find out for 
themselves additional facts or similar incidents to relate. 

All this necessarily presupposes the ability on the part of the teacher 
to tell stories. And no teacher is properly equipped to teach young 
children until this ability has been developed. An excellent manual for 
this purpose is Bryant's How to Tell Stories to Children, published at 
one dollar by Houghton, Mifflin & Co., Chicago. 

As sources of suitable material for the stories themselves the follow- 
ing are suggested: 

List price. 
First Book of American History, Eggleston. American Book Company, Chicago, 60 cents. 
Stories of American Life and Adventure, Eggleston. American Book Company, 

Chicago 50 " 

Great Americans for Little Americans, Eggleston. American Book Company, 

Chicago 40 " 

Pioneer History Stories, McMurry. Macmillan Company, Chicago, 3 vols., each, 40 " 

American Pioneers, Mowry. Silver, Burdett & Co., Chicago 65 " 

American Leaders and Heroes, Gordy. Charles Scribner's Sons, Chicago 65 " 

After the completion of the story and reproduction work in the fifth 
grade some interesting and well-connected narrative primary history, such 
as McMaster's, should be taken up in the sixth grade. If the book selected 



Kansas High Schools. 23 

be itself well written and be supplemented by additional oral matter the 
pupils should by the end of the year have acquired sufficient interest in, 
and insight into, their country's history satisfactorily to take up the for- 
mal study of the subject. But without such a foundation they will be 
utterly unprepared to do so. 

The department begs to acknowledge its obligation to different sources 
for material contained in the following pages, and to express the hope 
that the manner in which it has been put together may be of some serv- 
ice to those for whom it is intended. 

OUTLINE OF UNITED STATES HISTORY. 

PURPOSE AND METHODS OF HISTORICAL STUDY. 

The topics here outlined should be thoroughly discussed in class, differ- 
ent authorities should be consulted on methods of teaching history, and in 
the classroom work, observation work, and practice teaching the conclu- 
sions drawn should be kept constantly in mind. In this connection the 
following books are recommended: 

List price. 

Report of Committee of Seven on History. The Macmillan Company, Chicago .... $0 50 

The Teaching of History and Civics, Bourne. Longmans, Green & Co., Chicago.... 1 50 

Hov7 to Study and Teach History, Hinsdale. D. Appleton & Co., Chicago 1 50 

Guide to the Study of American History, Channing and Hart. Ginn & Co., Chicago, 2 00 

No. 17 Crane Classics, Blackmar. Crane & Co., Topeka (cloth) 25 

The Teaching of American Histoiy, McLaughlin. D. Appleton & Co., Chicago Free. 

1. Historical study. 

A. What it is — a study of the highest form of life activity. 

B. Why pursued in the schools. 

1. Information. 

2. Inspiration. 

3. Appreciation of duties and responsibilities. 

4. Awaken interest in historical reading and activities of men. 

5. Develop ability to judge and reason. 

6. Direct the development of the imagination. 

7. Gain knowledge of books and skill in handling them. 

8. Develop the ability to classify facts. 

9. Develop scientific habit of mind. 

10. Make the world better by avoiding repetition of the mis- 
takes of the past. 

2. Methods of historical study. 

A. In primary grades. 

1. Subject matter. 

a. Character of. 

b. How obtained. 

c. How presented. 

d. How used by pupils. 

2. What should be accomplished in — 

a. Biography. 

b. Anniversary celebrations. 

c. Current history. 

d. Historical reading and interest. 

B. In intermediate grades. 

1. Subject matter. 

a. Character of. 

b. How used. 

c. How correlated. 

d. Kinds that should not be used. 



F^ 



24 Normal Training Course. 

2. Methods of historical study — continued: 

B. In intermediate grades. 

2. Results to be secured in — 

a. Information. 

b. Reading habits. 

c. Character of reading matter. 

d. Formation of ideals. 

e. Training for citizenship. 

f. Attitude toward fellow pupils, the school, and the 

public. 

C. In grammar grades. 

1. The teacher. 

a. Preparation. 

b. Historical library. 

c. His interest in present-day activities of the world at 

large. 

2. Subject matter. 

a. Textbook. 

b. Outline books. 

c. Supplementary books. 

d. Collateral reading. 

e. Source books. 

f. Secondary works. (Instructor should distinguish 

clearly between source books and secondary works, 
and point out examples of each in school library.) 

g. Outline maps. (The Foster maps, by the Historical 

Publishing Company, Topeka, and the Ivanhoe maps, 
by Atkinson, Mentzer & Grover, Chicago, approved 
by State Textbook Commission. 

3. Manner of handling the subject. 

a. Uses to be made of — 

1. Written work. 

2. Special reports in class. 

3. Theme work on special topics for investigation. 

4. Progressive map work. 

5. Notebooks. 

b. Relative advantages or disadvantages of outlines. 

(Hall's Outlines, A. Flanagan & Co., Chicago, 
30 cents, postpaid; approved by State Textbook 
Commission.) 

1. Made entirely by the student. 

2. Made to direct the student but to be completed by 

him. "Learning by doing." 

3. Fully prepared. 

c. Teacher and class. 

1. Nature of questions asked. 

2. Discussion of motives of characters studied. 

3. Use of hypothetical questions in training to judge 

results, such as: Would the Mississippi valley 
have been settled as soon had the early explorers 
and settlers come to the Pacific instead of to the 
Atlantic coast of America? with reasons for an- 
swer. 

4. Suitable texts, supplementary books, and reference 

works for properly teaching United States his- 
tory. 



Kansas High Schools. 25 

For the satisfactory completion of the remainder of the outline the 
following is submitted as the minimum list of reference books which 
should be available for the use of the pupils : 

List price. 

Student's History of United States, Channing. Macmillan Company, Chicago $1 40 

Epochs of American History. Longmans, Green & Co., N. Y., 3 vols., each 1 25 

Discovery of America, Fiske. Houghton, Mifflin & Co., Chicago, 2 vols.,- each. .... . 2 00 

American Revolution, Fiske. Houghton, Mifflin & Co., Chicago, -2 vols., each 2 00 

The Critical Period, Fiske. Houghton, Mifflin & Co., Chicago, 1 vol 2 00 

Civil Government, Fiske. Houghton, Mifflin & Co., Chicago, 1 vol 1 00 

The Struggle for a Continent, Parkman. Little, Brown & Co., Boston 1 50 

History of the Presidency, Stanwood. Houghton, Mifflin & Co., Chicago 2 50 

Bird's Eye View of Our Civil War, Dodge. Houghton, Mifflin & Co., Chicago 1 00 

American Politics, Johnson. Henry Holt & Co., Chicago 80 

American History Series. Charles Scribner's Sons, Chicago, 7 vols., each 1 00 

Documentary Source-book of American History, Macdonald. Macmillan Comnany, 

Chicago 2 00 

Wherever it can possibly be done the following additional titles should 
also be procured: 

List price. 

The Beginners of a Nation, Eggleston. D. Appleton & Co., Chicago $1 50 

The American Revolution, Lecky (English view). D. Appleton & Co., Chicago.... 1 00 

Expansion of the American People, Sparks. Scott, Foresman & Co., Chicago 2 00 

Twenty Years of Congress, Blaine. Published by subscription, but may be gotten 

second hand through dealers. 
History of the United States, Schouler. Dodd, Mead & Co., New York, 6 vols., each, 2 25 
The United States in Our Own Time, Andrews. Charles Scribner's Sons, Chicago. . 5 00 
American History as Told by Contemporaries, Hart. Macmillan Company, Chicago, 

4 vols., each 175 

By submitting the entire list to several extensive dealers for quota- 
tions and stating that the books are for school library purposes a ma- 
terial reduction from the above prices may be obtained. 

DISCOVERY AND EXPLORATION. 

1. Relation between geography and history. (See Channing's Student's 

History of United States, or for still fuller treatment Brig- 
ham's Geographic Influences in American History, $1.25, Ginn 
& Co., Chicago.) 

A. Temperature. 

B. Rainfall. 

C. Land configuration. 

D. Navigable rivers. 

E. Scientific discoveries and inventions. 

2. The aborigines. (For this and discovery and naming of America, see 

especially Fiske's Discovery of America.) 

A. Origin. 

B. Relation to Mound Builders. 

C. Appearance, character, and manner of life. 

D. Number in 1492 and now. 

E. Name and location of chief tribes. 

3. Pre-Columbian discoveries of America. 

A. The Northmen. 

1. When, where, and why. 

2. Proofs of their discovery. 

3. Importance. 

B. Other nations making claims. 

1. Evidence. 

2. Importance. 



26 Normal Training Course. 

i. The discovery of America by Columbus. 

A. Causes. 

1. Scientific — The Toscanelli letter and map. (This and fol- 
lowing subtopics are intended as merely suggestive and 
not exhaustive.) 

2. Literary — the revival of learning. 

3. Commercial — the fall of Constantinople. 

4. Religious. 

5. Miscellaneous. 

B. Christopher Columbus. 

1. Life and character. 

2. Voyages. 

a. Number, purposes and result of each. 

b. General results. 

5. The naming of America. 
( Show connection of following : Line of demarcation, Vasco de 

Gama, Cabral, Americus Vespucius, and Waldseemiiller.) 
A. Was the naming the result of deception and fraud, or was it the 
logical outcome of events? 

6. Discoveries and explorations of Spanish, English, French, Portuguese, 
and Dutch. Give in regard to each — 

A. Time. 
g B. Place. 

ili'l; C. By whom. 

D. Conflicting claims to territory as a result. 

7. Early attempts at settlement. 

A. Where made. 

B. By whom. 

C. Why. (Compare those of different countries. Show the effect 

upon Spanish colonization, and upon Spain herself, of the 
easily gotten wealth she found in the new world.) 

8. Effect of defeat of "Spanish Armada" upon settlement and later 

history of America. 

9. Treatment of the Indians — 

A. By the Spanish. 

B. By the English. 

C. By the French. 

D. By the Dutch. 

E. Results. 

PERMANENT ENGLISH COLONIZATION. 

1. Study each of the thirteen colonies by the following outline: 

A. Name of colony. 

B. Place settled. 

C. Date of settlement. 

D. Classes of colonists and leading persons. 

E. Object of settlement. 

F. Forms of government, local and in relation to the mother 

country. 

G. Religion. 
H. Education. 

I. Important events in history of the colony. 



Kansas High Schools. 27 

2. Adaptability of colonists and country to each other in each of the 

thirteen colonies. (Have pupils notice wherein location influ- 
ences development, as study progresses.) 

3. Some topics worthy of special study in connection with early colonial 

history. 

A. Boundary questions. (See Channing's Student's History, 

Thwaites' The Colonies, in Epochs of American History.) 

1. Virginia by charters of 1606, 1609, and 1612. 

2. Pennsylvania — Mason and Dixon line, extended how far 

west? 

3. Connecticut. 

4. Southern boundary of Maryland. 

B. Forms of local government. (See Fiske's Civil Government, 

and Sloan's French War and the Revolution, chap. II, in 
American History Series.) 
1. The county as a unit. 

a. Where found. 

b. Why. 

c. Effect on later local and national government. 
2. The town as the unit. 

a. Where found. 

b. Why. 

c. Effect on later local and national government. 

C. Religious affairs. (See Sloan's French War and the Revolu- 

tion, chap. II.) 

1. How regarded in each colony. 

2. Troubles: 

a. With Roger Williams. 

b. With Anne Hutchinson. 

c. Salem witchcraft. 

d. In Maryland — toleration act of 1649, and later troubles. 

e. Gradual growth of toleration. 

D. Notable failures and their causes. 

1. Communism. 

2. Locke's ''Grand Model." 

3. Oglethorpe's philanthropy. 

E. Introduction of slavery and representative government in Vir- 

ginia, 1619. 

F. "Fundamental Orders of Connecticut," 1639, the first real con- 

stitution in America. 
1. What provision of our present constitution comes from 
this Connecticut constitution of 1639? 

G. United Colonies of New England, 1643 — beginning of the prin- 

ciple of federation. (Every step in the development of 
this principle should be traced as study progresses.) 
H. Indentured servants — "the poor whites." 

THE STRUGGLE FOR A CONTINENT. 

The instructor should show, and have the pupils verify so far as pos- 
sible, that the first three intercolonial wars had their origin in European 
conditions — in the struggle of England and France for world supremacy 
— while the French and Indian War began in America over American 
conditions, though European considerations later became involved. The 
Medieval and Modern History of West, Myers, or any other good au- 
thority, will give the necessary facts. 

1. Intercolonial wars previous to French and Indian War. 

A. Cause of each. 

B. Results in Europe as well as in America. 



28 Normal Training Course. 

2. The French and Indian War. 

A. Causes — remote and immediate — in Europe and America. 

B. Events leading to the war: 

1. On part of English. 

2. On part of French. 

C. The three most important strategic points (why?) and their 

capture — Fort Duquesne, Louisburg, and Quebec. 

D. Minor events. 

E. Results: For England, France, Spain, and the colonies. (A 

"turning point in the world's history." Why?) 

F. The proclamation hne of 1763 — purpose and result. (See 

Davidson's History of the United States.) 

G. Conditions in the Colonies, 1760-1770. (See Davidson, Sloan, 

and Alice Morse Earle's Home Life in Colonial Days, 
popular edition, 50 cents, Macmillan Company, Chicago.) 

1. Population — its distribution; composite character. 

2. Social life. 

3. Occupations. 

4. Education. 

5. Books and literature. 

6. Political life. 

THE REVOLUTION. 

1. Colonial policy of England. (In studying this topic the general 

European view of colonies should be investigated, the attitude 
of England toward her colonies should be compared with that 
of other countries, and — as always in the study of history — 
the spirit and conditions of the time should be considered.) 

A. Before 1760. 

B. After 1760, with reasons for change. 

2. Navigation laws, and acts of trade. 

A. Purpose of earlier acts. 

B. Purpose of later acts. 

C. Difficulties of enforcing. 

D. Writs of assistance. (Compare with search warrants as au- 

thorized by our present constitution.) 

E. Ideas of colonists as to legality of writs — actual legality. 

F. Ideas of colonists as to legality of navigation acts — actual 

legality. 

3. Ideas of representation and extent of right of suffrage. (See Mc- 

Laughlin's History of the American Nation, and Channing, 
and investigate the question of parliamentary reform in Eng- 
land; for the latter purpose any good English history will 
serve.) 

A. British. 

B. Colonial. 

4. New attempts at colonial taxation. 

A. Stamp act — reasons for; provisions; kind of tax. 
1. Results — stamp-act congress — repeal. 

B. Declaratory act. 

C. Townshend acts (emphasize all of them) ; kind of tax; purpose 

for which to be used; changing attitude of colonists, and 
why. 

D. Nonimportation agreements. 

E. Boston massacre. 

F. Committees of correspondence. 



Kansas High Schools. 29 

4. New attempts at colonial taxation — continued: 

G. Boston tea party; changed attitude of colonists regarding tax- 
ation. 
- H. The five intolerable acts — name, provisions, and purpose of 
each. 

5. Other causes of the Revolution. 

A. "The Parson's Cause" — Patrick Henry and his speeches. 

B. The Gaspee affair. 

C. George Hi's desire to increase the power of the king at home 

— to "be king," as his mother advised. 

6. First continental congress — composition; purpose; authority; acts. 

A. Results. 

7. Second continental congress. 

A. Reason for. 

B. Authority for or legality of. 

C. How long in existence. 

D. Most important acts. 

E. Did it always prove efficient? with reason for answer. 

8. Declaration of Independence. 

9. Military events of the war. (After considering the preliminary 

battles fought before the declaration of independence, a very 
satisfactory method of studying the Revolution is by con- 
sidering it from the three purposes of the British: first, the 
separation of New England from the rest of the colonies; 
second, the capture of the capital; third, "fraying" the colo- 
nies out on the edges. And in doing this the movements of 
Washington may be followed consecutively to the close of the 
war, and movements not directly connected with these may be 
considered in their bearing upon them. Fiske's American 
Revolution is both valuable and very interesting for this 
period.) 

A. Movements of Washington. 

B. Burgoyne's campaign — results in England, France, and Amer- 

ica. 

C. Foreign aid. 

D. The war in the South, and surrender of Yorktown. 

E. The navy in the war. (See Channing for general view.) 

F. Finances. 

G. Other topics worthy of study. 

1. Hiring of German troops by British. In how far do these 

soldiers deserve the odium usually attached to the 
word "Hessian"? What became of most of them after 
the war? 

2. Work of George Rogers Clark. How connected with 

proclamation line of 1763, and Quebec act? 

3. Traitors — Benedict Arnold and Charles Lee. (See Fiske's 

American Revolution, especiallv concerning Lee.) 

4. The "Stars and Stripes." 

5. Why did America win? 

H. The treaties of peace — preliminary, 1782; final, 1783. (The at- 
titude of France and Spain, as well as of England and the 
colonies, should be clearly understood, and this will neces- 
sitate a full knowledge of the terms of the French alli- 
ance. It should be noted that England was willing to con- 
cede the colonies more than France or Spain was willing 
they should receive. For this topic and the entire period 
of the Confederation there is no book to be compared to 
Fiske's Critical Period.) 
1. Principal provisions. 



30 Normal Training Course. 

THE CRITICAL PERIOD. 

1. Review: 

A. Fundamental orders of Connecticut, 1638-39. 

B. The New England confederation, or "United Colonies of New 

England." 

1. Colonies represented. 

2. Principle of representation adopted, and where found in 

the government to-day. 

C. Albany plan of union. 

1. Main provisions. 

2. Why rejected — 

a. By England. 

b. By the colonies. 

D. Stamp-act congress. 

E. First continental congress. 

F. Second continental congress, 

2. Articles of confederation. (Insist on reasons for calling this the 

"critical" period in American history.) 

A. Main provisions. 

B. Defects. (Discuss all, but especially lack of power to regulate 

commerce and to punish individuals.) 

C. Attempts to amend — why unsuccessful. 

D. Principle of representation. 

3. The constitution. 

A. Shays's rebellion — its significance. 

B. The meeting at Alexandria, 1785 — its cause and purpose. 

C. The Annapolis trade convention, 1786 — its cause and purpose. 

D. The convention at Philadelphia, 1787 — its cause and purpose. 

E. The three great compromises: 

1. Commerce, the slave trade, and an export tax. 

2. Representation of the states — origin. (See Connecticut 

constitution of 1639.) 

3. Slaves and apportionment of representation and direct 

taxes. 

F. Sources of. 

G. Ratification — grounds of opposition — the "Federalist." When? 
H. Gladstone's tribute to the constitution, with some discussion of 

the justice of it. 
I. The adoption of constitution a "peaceful revolution." Why? 

ORGANIZATION OF THE GOVERNMENT AND FORMATION OF POLITICAL PARTIES. 

1 Election of Washington ; his inauguration date, and reason for change 
from date originally intended. 

2. The cabinet — authority for and composition. 

3. Hamilton's financial policy. 

A. Reasons for. 

B. Provisions. 

C. Results. 

4. Establishment of judiciary — authority for — composition of courts — 

jurisdiction. 



Kansas High Schools. 31 

5. Foreign affairs: Difficulties with — 

A. Algiers. 

B. Spain. 

C. France. Was Washington's neutrality policy justifiable in 

view of French alliance during Revolution? Reasons for 
answer. 

D. England. 

6. Whisky insurrection: Cause — incidents — results. 

7. Invention of the cotton gin; effects. 

8. Development of parties — the United States bank — "strict construc- 

tion" and "loose construction." 

9. Election of 1796. 
10. Other events. 

ADMINISTRATION OF JOHN ADAMS: THE LAST OF THE FEDERALISTS. 

1. The X. Y. Z. affair. 

2. The alien and sedition laws — to what extent justifiable, and to what 

extent dangerous. 

3. The Virginia and Kentucky resolutions. (These should be carefully 

studied, as to their cause, the reasoning upon which they were 
based, and the logical results to which they led. And intimate 
connection of all three of the preceding topics should be clearly 
brought out.) 

4. The eleventh amendment — reason for; case of Chisholm vs. Georgia; 

wisdom of. 

5. Minor events. 

THE PERIOD OF ANTI-FEDERALIST, OR DEMOCRATIC-REPUBLICAN, 
SUPREMACY. 

1. Election of Jefferson by house of representatives. 

A. Necessity for. 

B. Incidents. 

C. Results: twelfth amendment; on Burr; on Hamilton. 

2. Louisiana purchase. 

A. Why the United States wished to buy. 

B. Why Napoleon was willing to sell. 

C. The negotiations. 

D. Constitutionality in view of Jefferson's "strict construction" 
ideas. 

E. What was Louisiana as purchased? (It should be noted here 

and referred to later that the Florida-purchase treaty of 1819, 
and the rallying cry of "the ?'e-annexation of Texas" are inti- 
mately connected with this question.) 

3. Lewis and Clark expedition. 

A. Object. 

B. Route. 

C. Results. 

4. Hamilton-Burr duel — causes, especially the election of President in 

1800, and of governor of New York in 1804. 

5. The Burr conspiracy; his trial; his later life. 



32 Normal Training Course. 



The Cumberland road. 


A. 


How built. 


B. 


Route. 


C. 


Results. 




1. Economic. 




2. Political. 



7. Jefferson and our foreign relations. 

A. Affairs in Europe — war between* France and England. 

1. British orders in council. 

2. Berlin decree. 

3. Second orders in council. 

4. Milan decree. 

5. Effect of these on American commerce. 

6. Impressment of American seamen; by whom; on what 

grounds. 

B. Affairs in America: Jefferson's peace-at-any-price policy. 

1. Nonimportation act. 

2. Embargo act. 

3. Nonintercourse act. 

4. Macon bill No. 2; Napoleon's duplicity. Why did United 

States not fight France instead of England, or France as 
well as England? 

8. Election of Madison; his efforts to avoid war; their failure. 

9. War of 1812. 

A. Causes in addition to those given above. 

B. Chief events. 

C. JResults: Did the treaty of peace specifically determine them 

all? 

10. The Hartford convention not as "black as it was painted"; explain. 

11. The Algerine war; cause; result. 

12. The first real protective tariff, 1816. 

13. The second United States bank; chartered by "strict construction- 

ists"; why? 

14. Election of Monroe. 

15. The "Era of Good Feeling." What? Why so called? 

A. The Seminole war; cause. 

1. Jackson's expedition. 

a. Arbuthnot-Ambrister affair. 

b. Result as to England; as to Spain. Was Jackson 

justifiable? 

2. Purchase of Florida. 

B. The Missouri compromise; the first "alarm bell" in slavery agi- 

tation. 

C. The Monroe doctrine. What is it? 

1. Aimed particularly at the Holy Alliance, and at Russia, 

for different reasons. What? And what part applied to 
each? 

2. Present status. 

D. Protective tariff of 1824; changing attitude of North and South 

13 represented by Webster and Calhoun, with reasons. 



Kansas High Schools. 33 

16. John Quincy Adams elected by the house of representatives. Why? 

A. The cry of "corrupt bargain." Why? Was it justifiable? 

B. The American system, or the system of internal improvements 

at government expense. 

C. The beginning of the National Republican-Whig party. 

D. The first railroads. 

E. "The Tariff of Abominations." 

17. The reign of Andrew Jackson. 

A. Jackson, the man; a new type in the presidency. 

B. The "Kitchen Cabinet." What? Why so called? * 

C. The spoils system. (In this connection investigate the Craw- 

ford tenure-of -office act of 1820, and reason for it.) 

D. Financial affairs: 

1. Veto of the United States bank bill. 

2. Removal of deposits, and Jackson's "pet" banks. 

3. Distribution of surplus. 

4. Speculation, especially in government lands. 

5. The "Specie Circular." 

E. Constitutional questions. 

1. The Webster-Hayne debate. 

2. The tariff of 1832. 

3. Nullification. (Compare Jackson's attitude on this question 

with his position in regard to decision of the supreme 
court in favor of the Indians in Georgia, and adverse to 
that state. In which case was he right and in which 
wrong?) Results. 

4. Compromise tariff of 1833. 

F. The Liberator established, 1831. 

G. McCormick's reaper patented, 1834. 

18. Van Buren becomes Jackson's political heir. 

A. The panic of 1837 (for causes, see above). 
1. Events. 

B. The subtreasury bill passed, 1840. 

THE WHIGS TEMPORARILY SUCCESSFUL. 

1 Election of Harrison and Tyler. (Tyler's previous political affiliation 
and the reason for his nomination by the Whigs, as well as the 
reason for his acceptance of the nomination, should be fully 
understood.) 

A. Death of Harrison. 

B. Tyler quarrels with Congress over bank bill. 

C. Tariff of 1842 raises duties. 

D. Webster- Ashburton treaty. 

E. Dorr's rebellion. 

F. Patroon war. 

G. The magnetic telegraph. 
H. The slavery question. 

1. The right of petition. 

2. Gag rule. What? Through whose efforts finally rescinded? 

3. Texas annexed. How? Why? What other territory has 

been annexed hy joint resolution? 



—3 



34 Normal Training Course. 

THE DEMOCRATIC PARTY RETURNS TO FULL POWER UNDER POLK. 

1. Texas admitted as a state. 

2. The Mexican war. (Investigate previous history of Mexico and Texas 

as to independence and status of slavery.) 

A. Nominal causes. (Investigate basis and justice of cry "The 
re-annexation of Texas and re-occupation of Oregon"; also 
cause and outcome of cry of "Fifty-four Forty or Fight.") 

B. Real cause. 

C. Lincoln's "spot resolution"; its significance. 

D. The Wilmot proviso. 

E. Military events: 

1. Taylor's part in the war. 

2. Kearny's expedition. 

3. Fremont, Sloat and Stockton in California. 

4. Scott's campaign. 

F. Treaty of Gaudalupe-Hidalgo and results of the war. 

3. Discovery of gold in California. 

A. Results : 

1. On California. 

2. On rest of West. 

3. On slavery question. 

4. Howe patents his sewing machine, 1846. 

THE WHIGS WIN THEIR SECOND AND LAST VICTORY: TAYLOR AND FILLMORE. 

1. The omnibus bill, or compromise of 1850. 

A. Causes. 

B. Provisions. 

C. Results. 

2. Clayton-Bulwer treaty. (Investigate relation to Hay-Pauncefote 

treaty and present Panama canal.) 
A. Provisions. 

THE DEMOCRATS AGAIN RETURN TO POWER, WITH PIERCE AS PRESIDENT. 

1. Gadsden purchase. 

2. Perry's expedition to Japan. 

3. Ostend manifesto. 

4. Kansas-Nebraska bill. (The intimate connection between the Mexi- 

can war, the discovery of gold in California, the compromise 
of 1850, and the Kansas-Nebraska act should be strongly em- 
phasized, and the question as to whether the provision with 
reference to Arizona and New Mexico was put into the com- 
promise of 1850 as a "joker," to be used later in securing the 
repeal of the Missouri compromise, or whether it was simply 
used when the need arose, should be thoroughly investigated. 
See Burgess's The Middle Period, in American History 
Series.) 

[Since whatever review of Kansas history normal-training students 
get will probably be in connection with their study of United States 
history and without the use of any additional textbook, the desirability of 
making that part of the outline dealing with the struggle for Kansas 
especially full is strongly felt. For that reason, S'upt. J. O. Hall has been 
asked for, and has kindly given, his permission for the use of that part 
of his "Outline of United States History" touching upon this phase of 
the subject — the same being all of section 5 following.] 



Kansas High Schools. 35 

5. The struggle for Kansas. 

A. Preparations. 

1. In the North : Emigrant aid companies. 

2. In the South: Emigrants from Missouri and Southern 

states. 

3. Leading men sent out. 

4. Towns founded: 

a. By free-state people: Topeka, Lawrence. 

b. By pro-slavery people: Lecompton, Athison, Leaven- 

worth. 

B. Beginning of the struggle. 

1. A. H. Reeder appointed governor July 7, 1854. 

2. Pro-slavery delegate elected to Congress November 29, 1854. 

Missourians voted at this election. Result: Increased 
bitterness and great accession to free-state forces. 

3. Governor Reeder has census taken before calling election 

for members of legislature. 

4. Pro-slavery territorial legislature elected March 30, 1855. 

Many Missourians voted at this election. Governor set 
aside election in eight districts, and called new election 
there. At new election pro-slavery people refused to vote, 
and free-state candidates were given certificates of elec- 
tion. 

5. Legislature met at Pawnee at call of governor, July 2, 1855. 

a. Its acts at Pawnee: 

1. Unseated all of free-state members elected at sup- 

plemental election called by governor, except one. 
Before legislature met one free-state member had 
refused to serve. 

2. Passed, over governor's veto, act to adjourn to* 

Shawnee. 

b. Its acts at Shawnee: 

1. Asked President to remove Governor Reeder. 

2. Passed Missouri slave code laws, and made it an 

offense to say or write anything against slavery.. 

3. Located capital at Lecompton. 

4. Provided for a constitutional convention. 

5. Passed act entitled "An act to punish offenses 

against slave property." 

6. Reeder forced to leave the territory. 

C. Topeka constitution, anti-slavery, October, 1855. 

1. Convention called by free-state people, September, 1855. 

This convention, which issued call for election, met in 
response to a call by an earlier political party conven- 
tion at Big Springs. The general purpose of the free- 
state people was to avoid obeying acts of the Shawnee 
legislature, called "bogus legislature," and if possible 
secure admission as a free state. 

2. Constitutional convention met at Topeka, October 23, 1855. 

Composed entirely of free-state members. 

3. Free-state constitution formed, submitted to the people, 

and ratified by them December 15, 1855. Only free- 
state people voted. 

4. State election held, Robinson elected governor, other state 

officers and state legislature chosen, January 15, 1856. 

5. Officers did not attempt to assume charge of the govern- 

ment, except that legislature met, but simply held 
themselves in readiness to take charge when Kansas 
should be admitted as a state under the constitution. 

6. Constitution sent to Congress and opposed by President 

Pierce. Approved by house, disapproved by senate. 

7. Topeka legislature dispersed by U. S. troops, July 4, 1856. 



36 Normal Training Course. 

5. The struggle for Kansas — continued: 

D. Lecompton constitution, pro-slavery, 1857-'58. 

1. Convention met September 11, 1857, in pursuance of call 

by pro-slavery legislature. Composed entirely of pro- 
slavery members. 

2. As the convention saw that the people were likely to dis- 

approve of the constitution they decided to submit to 
vote only the clause regarding slavery, and so people 
voting on it had to vote : 

a. For the constitution with slavery, or 

b. For the constitution without slavery; thus voting for 

slavery in either case, for the constitution pro- 
vided that slave property in the territory should 
not be interfered with. 

3. On the face of the returns the constitution was almost 

unanimously approved, as only pro-slavery people 
voted. 

4. While the convention was in session the free-state people 

had elected a majority of new legislature at election 
at which occurred the Oxford, or Cincinnati Street 
Directory, frauds. 

5. Free-state people urged governor to call special session of 

the legislature, which he did. 

6. New legislature submitted constitution to the people so 

they could vote for or against it, and it was voted 
down almost unanimously, only free-state people 
voting. 

7. Constitution sent to Congress and approved by senate, but 

disapproved by house. By the terms of the English 
bill, a compromise measure, the constitution was re- 
ferred back to the people of Kansas for approval or 
rejection. 

8. Constitution then rejected by more than 11,000 in total of 

13,000 votes, August 2, 1858. 

E. Leavenworth constitution, anti-slavery, 1858. 

1. Convention met first at Minneola, March 23, in pursuance 

of an act declared to have been passed over the gov- 
ernor's veto, but which was not„ The convention ad- 
journed to Leavenworth. 

2. General objects in view were: 

a. Fight admission of Kansas under Lecompton consti- 

tution by showing Congress that people did not 
favor it. 

b. Secure admission as a free state if possible. 

-3. Submitted to and approved by people, free-state people 

voting, May 18, 1858. 
4. Sent to Congress but not approved by either house. 
"5. Convention composed entirely of free-state members. 

F. Wyandotte constitution, anti-slavery, 1859-'61. 

1. Legislature submitted to people the question whether or 

not they wanted a constitutional convention, and the 
people said they did, March 28, 1859. Legislature 
soon called the convention. 

2. Convention met July 5, 1859. Members met as Repub- 

licans and Democrats, this being the first constitu- 
tional convention in Kansas in which more than one 
party was represented. 

3. Constitution ratified by the people, October 4, 1859. 

4. Robinson elected governor, and other state officers elected^ 

December 6, 1859. 

5. Topeka made temporary seat of government. 



Kansas High Schools. 37 

5. The struggle for Kansas — continued : 

F. Wyandotte constitution, anti-slavery, 1859-'61. 

6. Constitution sent to Congress, but could not be approved 

in both houses till some of pro-slavery members with- 
drew on secession of Southern states. 

7. Congress approved the constitution, and the bill admitting 

Kansas as a state became a law January 29, 1861. 

6. Buchanan's forecast of the Dred Scott decision. 

7. The Dred Scott decision. (In connection with this and the preceding 

topic pupils should find Lincoln's story about "Franklin, 
Stephen, Roger and James," and explain its application. 
See Blaine's Twenty Years of Congress.) 

A. History of the case. 

B. Decision on case itself; decision on incidental points, or obiter 

dicta. 

C. Results. 

8. Panic of 1857. 

9. The Lincoln-Douglas debates. 

A. Why? Chief topic? What was Douglas's "Freeport doc- 

trine"? What was its effect on him as a presidential 
possibility? Fxplain. (See Wilson's Division and Re- 
union, in Epochs of American History.) 

B. Result as to Lincoln; explain. 

10. John Brown; his raid, its purpose and result. (Especially read 

Burgess's The Civil War and the Constitution, in Amei*ican 
History Series.) 

11. The presidential campaign of 1860. 

TWENTY-FOUR YEARS OF REPUBLICAN RULE. 

[Here the origin and composition of the Republican party should be 
carefully considered. All the direct causes of secession, from the in- 
troduction of slavery, in 1619, should also be reviewed.] 

1. The secession of the Southern states. (It should be emphasized 

that this was due to the election of Lincoln on a platform 
opposing the extension of slavery, and not because either 
Lincoln or the Republican party was committed to the aboli- 
tion of slavery.) 

2. The formation of the Confederate government. 

3. Buchanan's attitude, and his reason for it. Was it sound? 

4. Efforts at compromise; proposals, and results. 

5. Comparison of the sections. 

6. The war. 

A. Military operations. (These operations should be studied as 
being almost wholly offensive on the part of the North 
and defensive on the part of the South. And the war 
should be considered from the view of the two general 
purposes of the North — that is, to push the Confederate 
line of defense south and to blockade Southern ports. 
The three great efforts to accomplish the first of these 
results were to capture Richmond, to open the Mississippi, 
and to penetrate the heart of the Confederacy and cap- 
ture Atlanta as the great central supply depot; and th« 
success of these efforts, together with the establishment 
of an effective blockade, finally wore and starved the 
South out. Dodge's Bird's Eye View of the Civil W^i" A? 
the best single volume on the subject.) ^ ■ 



38 Normal Training Course. 

6. The war — continued: 

B. Finances. 

C. The border states. 

D. The emancipation proclamation; three reasons for it. (See 

Wilson's Division and Reunion, in Epochs of American 
History.) 

E. Results. 

7. Lincoln's assassination and Johnson's succession. 

8. Lincoln's reconstruction policy so far as developed. 

9. Johnson's reconstruction policy; compare with Lincoln's as to lib- 

erality ; cause of hostility of Congress. 

10. Congressional reconstruction policy. Why did Congress have a con- 

stitutional advantage in the contest? What was the real 
status of the seceded states? Were they readmitted, or 
how did they get back into their former relationship? 

11. Impeachment, trial and acquittal of Johnson. 

12. The thirteenth admendment, 1865. 

13. The Atlantic cable, 1866. 

14. The purchase of Alaska, 1867. 

15. Fourteenth amendment, 1868; compare with civil rights bill. Why 

was latter not considered sufficient? 

16. Grant's elevation to the presidency. 

17. The fifteenth amendment, 1870. What states had to ratify in order 

to resume former place in the Union? 

18. Negro suffrage and "carpetbag government." (Should the negroes 

have been given the right of unrestricted suffrage?) 

19. The Ku-Klux Klan. 

20. The force bills, and use of United States courts and United States 

army in the South. 

21. Troubles with England, and their arbitration. 

A. Alabama claims. 

B. Fisheries question. 

C. Northwestern boundary dispute. 

22. Temporary civil service reform. (Why only temporary?) 

23. The panic of 1873. 

24. Demonetization of the silver dollar, 1873. Why? Why afterwards 

called the "Crime of 73"? Is silver dollar coined now? What 
is the present legal standard of value? 

25. Resumption of "specie payment"; meaning; purpose; result. (In 

this connection the two contradictory decisions of the supreme 
court with reference to the legal-tender qualities of "green- 
backs" should be investigated; and the reason for the reversal 
of opinion, as well as the present status of the various kinds of 
paper money, should be understood.) 

26. The "Credit Mobilier." (Show connection between this and the Lib- 

eral Republican movement.) 

27. The "salary grab" act. (Compare its reception by the public with 

that of the recent increase in congressional salaries, and ex- 
plain reasons for difference.) 

28. The "whisky ring." 



Kansas High Schools. 39 

29. Indian troubles, and the killing of Generals Canby and Custer. 

30. The only disputed presidential election in our history. (Pupils should 

see clearly and be able to explain just why the Hayes-Tilden 
contest did not go to the house of representatives for settle- 
ment.) 

A. The cause of the dispute. 

B. The Electoral Commission. 

1. How composed. (It should be clearly shown just how it 
came about that there were eight Republicans and 
seven D emocr ats. ) 

2. Its duties. 

3. Its decision. 

31. Withdrawal of Federal troops from the Southern states. (Was there 

an understanding between Hayes and the Democratic leaders 
that if allowed peaceably to take his seat he would withdraw 
the troops? As a matter of public policy was their with- 
drawal wise?) 

32. The Bland-Allison act. 

A. Reasons for. 

B. Provisions. 

C. Why vetoed by President. Was his action final? 

33. Results of actual resumption of specie payment. 

34. The election of Garfield and Arthur. 

35. Strife within the party; stalwarts vs. half-breeds; Blaine vs. Conk- 

ling; resignation of Conkling and Piatt, and result. 

36. Assassination of Garfield. 

37. The Pendleton civil-service-reform act. (Here the history of the 

"spoils system," and of attempts at civil service reform, should 
be reviewed, and pupils should note the connection between the 
spoils system and the assassination of Garfield, and between 
his death and the Pendleton act.) 

38. The Chinese-exclusion act. 

A. Reasons for. 

B. Provisions. 

C. Present status. 

39. The Edmunds anti-polygamy act. 

A. Purpose. 

B. Later anti-polygamy legislation. 

C. Present status of polygamy. 

THE DEMOCRATS WIN THEIR FIRST PRESIDENTIAL ELECTION SINCE THE WAR, 

1. Cleveland elected President; tai'iff the main issue, but personality of 

candidates an important factor in campaign. 

2. The presidential-succession law. 

A. Two reasons for. 

B. Provisions. 

3. Electoral-count act. 

A. Reasons for. 

B. Provisions. 



40 Normal Training Course. 

4. Interstate-commerce act, 1887. (In this connection study should be 

made of "railroad rate" and "pure food" laws of the Roosevelt 
administration, and of the railroad bill of the Taft administra- 
tion. From this point on Hall's Outlines and the annual vol- 
umes of the World Almanac, particularly the more recent ones, 
together with current-event magazines, will be found espe- 
cially valuable.) 

5. The Mills tariff bill. 

A. Character. 

B. Why it failed to become a law. 

6. Cleveland's use of the veto power. 

7. More anti-Chinese legislation. 

8. The anarchists, and the Haymarket massacre. 

THE REPUBLICANS ELECT HARRISON, BUT AS A MINORITY PRESIDENT. 

[Pupils should be able to explain clearly how this is legally possible.] 

1. The Reed rules in the house of representatives. 

A. Reason for. 

B. Provisions. 

C. Compare with present rules. (Discuss recent changes.) 

2. The McKinley bill, providing for the highest tariff in our history, 

free sugar, reciprocity. 

3. The Sherman silver act, 1890. 

A. Reason for. 

B. Provisions. 

4. Sherman antitrust act, 1890, its purpose and provisions. 

5. Mafia troubles in New Orleans. (This should be compared with the 

Caroline affair in Tyler's administration and the Japanese 
school troubles in California in Roosevelt's administration. 
The serious and embarrassing position in which such diffi- 
culties place the national government and the reason therefor 
should be fully understood by the pupils. For discussion of 
this subject, see President Taft's first message to Congress.) 

6. Growing use of the "Australian ballot," and advantages. 

7. Original-package law. 

CLEVELAND IS THE DEMOCRATIC PRESIDENTIAL CANDIDATE FOR THE 
THIRD TIME AND IS ELECTED. 

1. Panic of 1893. 

2. Repeal of purchasing clause of Sherman silver act. 

3. Our relations with Hawaii. 

A. Under Harrison's administration. 

B. Under Cleveland's administration. 

4. Trouble between Venezuela and Great Britain. 

A. Cause. 

B. The Monroe Doctrine and position of United States. 

1. Attitude of England. 

C. Final arbitration. 

5. The Pullman strike and resulting sympathetic strikes. 

A. Events. 

B. Attitude of President. 



Kansas High Schools. 41 

6. The Wilson tariff bill. 

A. Material reduction of duties. 

B. Income tax provision. 

1. Limit and levy. 

2. What afterwards happened to it? 

3. What movement now on foot with reference to an income 

tax? 

C. Enlarged free list. 

D. Final action of President, and reason for it. 

7. The campaign of 1896. 

A. "The free coinage of silver at the ratio of 16 to 1" the "para- 

mount" issue. (Pupils should understand clearly the 
meaning of this issue, and should in connection with it 
review previous silver legislation.) 

1. Arguments for. 

2. Arguments against. 

B. Incidents. 

C. The result. 

THE REPUBLICANS IN COMPLETE CONTROL, WITH MC KINLEY AS PRESIDENT. 

1. The Dingley tariff bill. 

A. General provisions. 

B. Heciprocity. 

1. Attitude of President. 

2. Attitude of senate. 

2. Spanish- American war. (History of previous relations of Spain, 

Cuba and United States should be here reviewed — Ostend 
manifesto, Virginius affair. Ten Years' war, etc.) 

A. Causes. 

B. Events. 

C. Results. 

D. Government of our new possessions. 

3. Annexation of Hawaii. 

4. The gold-standard act, 1900. 

A. The standard of value. 

B. Changes in the national banking law. 

5. Reelection and assassination of McKinley. 

6. Succession of Roosevelt. 

7. Establishment of Department of Commerce and Labor. 

8. Railroad-rate law. 

9. Pure-food-and-drugs act. 

10. Service-pension law. 

11. Law limiting working hours of railroad employees. 

12. The Panama canal. (Previous history of the project should be re- 

viewed.) 

A. The Clayton-Bulwer treaty. 

B. The Hay-Pauncefote treaty. 

C. The Hay-Herran treaty. 

D. Independence of Panama and Hay-Varilla treaty. 

E. Plans and progress of the work. 



42 Normal Training Course. 

13. Temporary intervention in Cuba. 

A. Cause. 

B. Result. 

14. Trust prosecutions. 

15. Admission of Oklahoma. 

16. The insurance and other "grafters." 

17. Panic of 1907. 

18. The Hague conference. (Movements toward international arbitra- 

tion should be reviewed.) 

19. Taft elected President. 

20. The Aldrich-Payne tariff revision bill passed by special session of 

Congress. 
A. Its provisions and their reception by the public. 

21. The railway regulation act. 

22. The postal savings bank law. 

23. Bills for admission of Arizona and New Mexico. 

24. Other accomplishments of Taft administration. 

After the work as here outlined has been covered the whole should be 
fixed, and a clearer idea of its unity be obtained, by a general review. 
And so far as possible this should be done by the topic method. As ex- 
amples of subjects that may be thus treated the following may be men- 
tioned : 

The evolution of the constitution. 

The origin and growth of political parties. 

Territorial expansion. 

Tariff legislation. 

The slavery question. 

Nullification and secession. 

Our financial system. 

Each topic should be taken up from its first appearance in our history 
:and traced to its end or to the present time, without the intervention of 
any except directly related subjects, and connections should be strongly 
emphasized. 

As an illustration of how this may be done the following outline on the 
slavery question is given: 

1. Slavery introduced, 1619. 

2. Slavery in every colony, 1776. 

3. First states to abolish slavery. What? Why? 

4. Slavery in the constitution. 

5. Invention of the cotton gin, 1793. 

6. Legislation on slave trade, 1808, 1820. 

7. Missouri compromise, 1820. 

8. The Liberator, 1831. 

9. Abolition societies. 

10. Nat Turner's insurrection. 

11. "Gag Rule." 

12. The annexation of Texas. 

13. The Mexican war. 



Kansas High Schools. 43 

14. The Wilmot proviso. 

15. The "omnibus" bill or compromise of 1850. 

16. The underground railroad. 

17. The Kansas-Nebraska act. 

18. Anti-slavery parties. 

A. Abolition. 

B. Liberty. 

C. Free soil. 

D. Republican. 

19. "Uncle Tom's Cabin" and "The Impending Crisis." 

20. The Dred Scott decision. 

21. Lincoln-Douglas debates. 

22. Lincoln elected President. 

23. Secession of Southern states — war. 

24. The emancipation proclamation. 

25. Thirteenth, fourteenth, and fifteenth amendments. 



44 Normal Training Course. 



PSYCHOLOGY. 

The problem of pedagogy is to lay down proper rules for education, 
and these rules may come only from the history of education and from 
child study. The history of education shows what things and what 
theories have proved successful in school practice; child study points out 
the natural ways in which the mind develops, from which we deduce the 
laws of mental activity, and learn at what time the various powers of the 
mind appear. Hence the prime importance of the study of psychology 
for teachers. 

In the very beginning it should be emphasized that the purpose of this 
half-year of psychology is by no means to make psychologists, in the 
technical sense of the word, but rather to make good teachers, and hence 
as many as possible of the illustrations used from day to day should be 
from the schoolroom and its problems. Such parts of psychology as have 
little bearing on teaching should be but lightly touched on, if at all. 
During the first days of the course the teacher should be prepared to 
show some of the practical bearings of psychology on pedagogy, and 
some of the more striking laws that will be dealt with later might well 
be brought up, such as the importance of every teacher's knowing of the 
different perceptual types of his children — visual, auditory and motor. 
It is probable that each pupil will think himself fully as visual-minded 
as any other, but in every class of ten to fifteen probably one boy or girl 
will be found who will prove to be quite motor-minded. Right here the 
different ways of teaching spelling should have attention. Perhaps this 
example may suffice to show the way in which it is intended that the 
psychology should be taught throughout. No one ever learned this sub- 
ject through a textbook, nor made a successful teacher of psychology, who 
did not really teach the subject rather than hear class recitations from 
day to day. The teacher should store up a fund of illustrations from 
actual experience, and should make continual use of some such book as 
Halleck's Psychology and Psychic Culture, for additional illustrations, 
and of James's Talks to Teachers for the correct pedagogical applica- 
tions of each chapter. Indeed, the teacher should never allow himself to 
begin a chapter in the text without having the corresponding chapter in 
the last mentioned book at his tongue's end. 

Teacher and students should recognize at the beginning of the course 
that they are entering a new world, the subjective one, while all pre- 
vious study in the school has been of objective things. There should be 
frequent practice in introspection, and throughout the entire course the 
teacher should allow no illustrations from the text to be given — if the 
text is not true to the individual it is not good psychology for him. In- 
stead, the pupil should always furnish his illustrations from his own ex- 
perience. Some very simple text in experimental psychology, such as 
Seashore, will be of some use to the teacher, but no apparatus will be 
needed that cannot be supplied at home. One of America's greatest 
psychologists, when asked by a college president how much ought to be 
set aside for an elementary laboratory, answered: "Three thousand dol- 
lars a year for a psychologist, and a dollar a year for paper and pins." 



Kansas High Schools. 45 

During the whole course of this study seek at every point to develop 
the idea of the unitary character of the mind. The mind acts as a whole, 
though sometimes one phase happens to be emphasized, then another. At 
such times we say that we are perceiving, remembering, or reasoning, as 
the case may be. For purposes of study, indeed, we may single out a 
certain process, but all are interrelated and represented in every other. 
These correlations should be constantly held in mind. As an instance of 
this take apperception, which may profitably come in for consideration 
when dealing with perception, attention, interest, memory and volitional 
action. 

Under sensation and perception bring out the part that sense experi- 
ence plays in the development of the child and the need of large oppor- 
tunity for the acquisition of sense material. Training in careful habits 
of observation will result in usable memory-images, whereas the lack of 
clear-cut perceptions seems to result in hampering mental efficiency all 
one's days. 

One of the especial reasons for the inclusion of psychology in a normal 
course is that, if well taught, it constantly brings to mind that rep- 
resentation is of greater value in education than mere presentation. 
In other words, all consciousness is motor. In the very beginning stress 
should be laid on the fact that all thought goes over into action, and not 
a week of the course should be passed by without showing from some 
new point of view that "Whatsoever a man thinketh in his heart, so is 
he." Among other things, this means to the teacher that he will never 
bring to the pupil's attention a thought he does not want acted upon, 
such as rules beginning with "Don't"; and that he will never teach 
homonyms as such. There is as much real difference between "sale" and 
^'sail" as if they did not sound alike. The teacher who preaches that 
school is a pleasant place and that the pupil ought to love it, and then 
keeps his pupils after school as a punishment, is using poor psychology. 

In dealing with the chapter on "Feeling," the important thing for 
pedagogy is to remember that while repetition makes sensations keener 
and more delicate, it dulls and blunts the feelings. The wisdom of this 
is apparent in every walk of life. The physician and nurse become more 
and more skillful with every case they treat, and seem more and more 
callous to suffering, but no one would care for the services of one who 
was affected by much attention of the sick in an opposite way. This 
means much in pedagogy. For instance, the teacher who continually 
threatens is never heeded, and he who helps his pupils so much that they 
always turn to him instead of becoming more and more independent is a 
poor teacher. It is true that the best teacher is he who makes himself 
unnecessary. 

Give large place to the study of attention and its relation to other 
mental processes. Note that the key to an understanding of attention, 
and apperception also, is found in the study of the natural and acquired 
tendencies of the nervous system. The focal character of attention and 
the fact that it is a question of more or less consciousness can be easily 
brought out by simple illustrations. Children are never really inatten- 
tive. The teacher's problem lies in securing their attention to the right 
things, in gaining for the relatively uninteresting ideas of the school sub- 



46 Normal Training Course. 

jects a proportionate share of the child's conscious energy in competition^ 
with the large mass of ideas instinctively appealing to him. In the early 
years only passive attention is possible. It is unnatural for the child to 
hold to long-continued tasks, and the teacher w^ill show his art in gradu- 
ating the burden to the increasing power of the child. Almost the whole 
art of the teacher lies in his skill in making the active attention of the 
pupil turn into a passive attention, and through a good method, which 
means a right handling of interest and apperception, in turning forced 
attention into an acquired attention that shall be strong. 

Bring out the relation of attention to will. When children are trained 
to do the tasks of the schoolroom, we say, and rightly, that their wills 
are being developed, but this manifests itself as an increase of power to 
give active attention. The school, perhaps even more than the home, 
furnishes the means for training the will, for giving the ability to make 
a sustained effort. This, of course, is the larger part of its function. 
Perhaps as important as anything in psychology is a right view of the 
will or action side of consciousness. Consciousness is motor. All ideas 
tend to result in action. 

Life, and especially child life, is largely lived on the level of instinct. 
In great measure, the child in his development does repeat the history of 
the race. He has many instincts and natural interests which may be 
made useful in his development. The collecting or acquisitive impulse 
is one of these. The possibilities of play in education are far greater 
than are dreamed of by the uninstructed. There are a host of social in- 
stincts, such as imitation and suggestion, the acquiring of language, the 
gang instinct, rivalry, etc., which must be reckoned with in a scheme of 
education, for instincts are in one sense interests and have impelling 
power to sway the child for good or evil. Again, no truer insight into 
child life may be gained than by a study of his egoistic impulses. It is 
here we reach a basis for dealing with questions of a disciplinary char- 
acter. 

The following outline follows the order of presentation of Professor 
Betts's "The Mind and its Education," which will be used as the text: 

1. The mind, or consciousness. 

A. How we may come to know mind. 

B. Its personal character. 

C. Introspection the one means of study. 

D. Consciousness like a stream. 

1. A wave means attention. 

2. Contents of the stream. 

E. Three modes of activity: knowing, feeling and willing. 

2. Attention. 

A. Nature. 

B. Always present in some form or other. 

C. Effects : increase of efficiency. 

D. Types of inattention; how remedied. 

E. How secured: 

1. Involuntary. 

2. Nonvoluntary. 

a. Interest and nonvoluntary attention. 

3. Voluntary. 

a. Will and voluntary attention. 

F. The habit of attention. 



Kansas High Schools. 47 

3. The brain and nervous system. 

A. The machine through which the mind works. 

B. Structure. 

C. Central nervous system — brain and cord. 

D. Peripheral nervous system — end organs. 

E. Sensory and motor functions. 

F. Dependence of the mind on the senses for its material. 

4. Sensory and motor training. 

A. Education dependent on both body and mind. 

B. Efficiency of nervous system depends on development and nu- 

trition. 

C. Developm.ent through varied stimuli and untrammeled re- 

sponse. 

D. The sensory-motor arc. 

E. Good nutrition versus malnutrition. 

F. Necessity for sleep and freedom from worry and overfatigue.. 

5. Habit. 

A. A man is but a bundle of habits. 

B. Habit-formation a method of economy. 

C. One cannot prevent habits from forming. 

D. Physical basis of habit. 

E. Control of habits through our actions. 

F. The part of habit in education. 

G. Value and danger of even good habits. 
H. Maxims for habit-forming. 

6. Sensation and perception. 

A. Mind constructs its world from sense stimuli. 

B. How thought reaches still farther. 

C. Qualities usually ascribed to objects really existent in mind. 

D. Problem confronting the child; how he proceeds. 

E. Perception of objects and of space. 

F. Necessity of entering largely into world of material environ- 

ment. 

7. Mental imagery. 

A. All present thinking dependent on past experience. 

B. Past experience conserved by physical habit of mental images. 

C. Galton's test of imagery. 

D. Value of wide range of imagery. 

E. Application to education; use in school subjects. 

8. Memory. / 

A. Nature of memory. 

1. Physical basis. 

2. Retention and recall dependent on neural plasticity and 

activity. 

3. Images the material of memory. 

B. Types of memory. 

C. Laws of memory. 

D. What constitutes a good memory. 

E. Improvement of the memory. 

F. The misuse of mnemonic devices. 

9. Imagination. 

A. Test of a good imagination. 

B. Uses of imagination. 

C. Application in science, art, every-day life, conduct, ideas. 

D. Imagination limited by — 

1. Material available in form of images. 

2. Constructive ability. 

3. Definite purpose. 

E. Cultivation and abuse of imagination. 



48 Normal Training Course. 

10. Thinking. 

A. Function of thinking is to discover relations. 

B. The thinking of child and of adult. 

C. Classification of knowledge accomplished through thinking. 

D. Nature, formation and uses of concepts. 

E. Judgment and reasoning, forms and uses. 

F. Cultivation of thinking. 

11. Instinct. 

A. Instinct the result of race experience. 

B. Through instinct racial habits are inherited by individual. 

C. Modified through education and made into individual habits. 

D. Ripening and transitoriness of instincts. 

E. Human instincts of imitation, fear and play. 

12. Feeling and its function. 

A. An accompaniment of all mental processes. 

B. Importance as a motive. 

C. Feeling tone, or mood; how produced and influence. 

D. How our dispositions are formed; part played by temperament. 

13. Interest. 

A. A selective agency among our activities. 

B. Influence in directing stream of thought. 

C. Objective side of interest. 

D. Dynamic phase of interest. 

E. Immediate and remote interests; part they play as motives. 

F. Danger of early specialization in our interests. 

G. Interest and the will. 
H. Interest and character. 

14. The emotions. 

A. Relation of instinct and emotion. 

B. The physical side of emotion. 

C. Control of emotions. 

D. Desirable emotional balance. 

E. Emotions as motives. 

F. Danger from arousing emotions without giving opportunity 

for expression. 

G. Emotional habits. 

15. The will. 

A. Concerns itself wholly with causing or inhibiting acts. 

B. Various types of action. 

1. Physiological reflexes. 

2. Instinctive acts. 

3. Ideo-motor acts. 

4. Deliberative acts. 

C. The image and the act. 

D. Process of deliberation. 

E. Emotional factor in decision. 

F. Final test of power measured in attention. 

G. Training of the will in common duties of life. 

16. Self-expression and development. 

A. Interrelation of impression and expression. 

B. Many sources of impressions. 

C. Various forms of expression. 

D. Necessity for cultivating expression. 

1. Intellectual value of expression. 

2. Moral value. 

3. Religious value. 

4. Social value. 

5. Educational value. 

E. Expression in the home and school. 

F. Expression as related to character. 



Kansas High Schools. 49 

METHODS. 

(This outline is based on White's Art of Teaching.) 

1. Education. 

A. What it is. 

B. Relation of psychology and physiology to education. 

C. Educational value of child study. 

2. The ends of education. 

A. What they are. 

B. Their relation to methods and devices. 

C. The proper test for all methods and devices. 

3. Knowledge. 

A. What it is. 

B. The necessary attitude of the learner's mind. 

C. The teacher as a stimulus to mental activity in the learner. 

D. Connection between kinds of knowledge and methods of teach- 

ing. 

E. The comparative value of school studies. 

F. The thing learned versus the act of learning. 

(Two lessons.) 

4. Skill in the school arts. 

A. What it is. 

B. How attained. 

C. The maxim of Comenius; needs what modification? (Who was 

Comenius?) 

5. Three fundamental processes in teaching. 

A. What they are. 

B. Purpose of each. 

C. Their comparative value. 

6. Relation of the learner to the thing to be learned and to the method 

of instruction. 

A. Primary ideas and the objective method. 

B. The direct of Socratic method. 

C. Pestalozzi's maxims. (Who was Pestalozzi?) 

(Two lessons.) 

7. The direct or telling method. 

A. Contrast with Socratic method as to kind. 

B. Compare with Socratic method as to value. 

8. Analysis and synthesis in teaching. 

A. Define and illustrate each, making distinction perfectly clear. 

B. Compare as to use and value. 

C. Induction and deduction. 

D. Define and illustrate each, making distinction perfectly clear. 

E. Compare as to use and value; pitfalls to be avoided. 

9. "Concentration and correlation." 

A. Meaning. 

B. Specific illustrations. 

C. Value. 
10. Drills. 

A. Meaning. 

B. When valuable, and when valueless or even detrimental. 
Tests. 

C. Purposes, of. 

D. Distinguish clearly the various kinds, and give the specific end 

of each. 

E. Modes of conducting tests, and the advantages and disad- 

vantages of each. 
(Two lessons.) 



50 Normal Training Course. 

11. Oral teaching. 



E. Reproduction by the class. 

F. Reviews. 

(Two lessons.) 



A. In primary grades. 

B. Above third grade. 

C. Preparation by the teacher. 

D. Presentation by the teacher. 

12. "Husking the thought" from textbooks. 

A. Relation between oral instruction and textbook study. 

B. Oral instruction in connection with lesson assignment in text- 

book. 

C. Comparative use of oral instruction and book study from pri- 

mary grades through the high school. (See graphic illus- 
tration in White.) Reason for the difference. 

D. Why pupils entering high school do not know how to study, and 

the remedy. 
(Two lessons.) 

13. Individual and class instruction. 

A. Comparison as to use, value and abuse of each. . 

B. Why a certain amount of individual instruction is necessary in 

every class. 

C. How class instruction may also be made individual instruction. 

D. Comparison of rural and city schools as to individual and class 

teaching. 
Methods of conducting class exercises. 

E. The consecutive method. 

F. The promiscuous method. 

G. The simultaneous method. 

H. Comparative value of each, with reasons. 
(Three lessons.) 

14. Written work in primary grades. 

A. Danger of too much; why. 

B. When written work may be required with advantage. 

C. Quality rather than quantity should be sought. 

15. Examinations. 

A. Their advantages and limitations as aids in the teaching 

process. 

B. Their advantages and limitations as a basis for promotion. 

C. They should subserve the interests of the pupils; should be 

a means and not an end. 

16. The teaching of primary reading. 

A. Aim of the study. 

B. Purpose of the recitation. 

C. Methods of assigning lessons and conducting recitations. 

D. If the method of the primary is based on form, bring out the 

manner of passing from the study of the forms of words to 
content. 

E. Combination of methods. (Class should especially consult 

Arnold's Waymarks for Teachers.) 
(Three lessons.) 

17. Reading above the third grade. 

A. Aim of the study. 

B. Method of the recitation. 

C. Nature and amount of help and preparation. 

D. Bring out reason for change in method, if any. 

E. What should be read. 

F. Danger of too much reading, if any. (The class should supple- 

ment White's treatment of this topic by extensive refer- 
ence to Roark, Parker, Sabin, Clark, and Arnold — both 
books — in the normal-training reference library.) 
(Two lessons.) 



Kansas High Schools. 51 

18. Primary language lessons. 

A. Ends to be reached. 

B. Material to be used as a basis. 

C. Methods. 

D. Oral lessons. 

- E. Written lessons. 

F. Incidental language training in connection with all school work. 
(Three lessons.) 

19. The teaching of grammar. 

A. Relation of grammar to reading; to language. 

B. Aim of study. 

C. Methods and principles of teaching. (The class should supple- 

ment White by reference to Dinsmore, Roark, and Sabin 
in reference library.) 

20. The teaching of arithmetic. 

A. Nature of computing compared with analysis. 

B. Number work as related to memory. 

C. Analysis as related to imagination and reason. 
_D. Child psychology and first number methods. 

E. Abstract as well as concrete numbers should be taught early. 

F. Combinations by groups. 

G. The Grube method; what; why unpedagogical. 
H, The four fundamental processes. 

I. Value of both oral and written exercises. 

J. Mental arithmetic ; how its advantages may be obtained without 

the use of a special textbook. 
K. The value of the algebraic equation in arithmetic. 
(Four lessons.) 

21. The teaching of geography. 

A. Aims. 

B. Means. 

C. Methods of study, of recitation. (In the development of this 

topic the class should consult Dinsmore, Sabin, Roark^ 
and White's Elements of Pedagogy. 
(Three lessons.) 

22. The teaching of United States history. 

A. Biography. 

B. Fiction based on history. 

C. Records of events. 

L). Interpreting relations — cause and effect. 

E. Methods of study. 

F. Methods of reciting. (This class should also consult in con- 

nection with this topic the four references mentioned un- 
der 21.) 
(Two lessons.) 

23. Civics. 

A. Aims. 

B. Means. 

C. Methods; making civics reaZ to the pupils. (The class will have 

to depend largely on the reference library in the prepara- 
tion of this lesson. Roark is especially recommended, and 
Sabin may be consulted.) 

24. Physiology. . ' ■ .. 

A. Aims. 

B. Means. 

C. Methods. (Roark, and Arnold's Waymarks for Tieaehers, are 

suggested as the basis for the preparation of this lesson.) 



52 Normal Training Course. 



MANAGEMENT. 

(This outline is based on Seeley's New School Management; but upon 
the topics with which they deal constant reference should be made to 
White's School Management, Button's School Management, Dinsmore's 
Teaching a District School, Sabin's Common Sense Didactics, and Mc- 
Keever's Psychologic Method in Teaching, in the normal-training refer- 
ence library.) 

1. The personality and preparation of the teacher. 

A. Responsibility of the teacher's position. 

B. Disposition and temperament. 

C. Bodily health. 

D. Moral habits. 

E. Acquired knowledge. 

F. Attitude of teacher toward non-school interests. 

G. Duties and rewards of the teacher. (See especially Dutton 

and White. 
(Four lessons.) 

2. Beginning to teach. 

A. Securing a school. 

B. Making a contract; Kansas law as to teacher's contracts and 

the breaking of them. 

C. What to learn of a school before the first day. 

D. What to do the first day. 

(Two lessons.) 

3. The permanent program. 

A. Order of subjects. 

B. Recitation periods. 

C. Study periods. 

D. Intermissions. 

E. Alternation. (See Course of Study for the Common Schools of 

Kansas, 1909, pages 11, 12, 13 and 14.) 

4. Classification and grading. 

A. Comparison of city and country schools as to grading. 

B. Can country schools be graded? (Instructor should call atten- 

tion of class to the State Course of Study for Common 
Schools, and so far as possible have them become indi- 
vidually acquainted with it.) 

€. Advantages of graded schools. 

D. Consolidation of schools. (Secure pamphlet on Consolidation 
from State Superintendent's office.) 
(Two lessons.) 

5. Government. 

A. Aim of discipline. 

B. Rules. 

C. Government by incentives. 

D. Appeals to honor, self-respect, etc. 

E. Aim of punishment; and principles governing its use. 

F. Kinds of punishment. (See especially Dutton, White, and Dins- 

more.) 
(Five lessons.) 
(6. School evils and how to treat them. 

A. Carelessness. 

B. Laziness. 

C. Tardiness. 

D. Irregularity in attendance. 



F. Whispering. 

G. Lying, cheating, and stealing. 
H. Impudence. 

I. Rebellion. 



E. Tattling. ' (Three lessons.) 



Kansas High Schools. 53 



School virtues and how to cultivate them. 



A. Neatness. 

B. Accuracy. 

C. Silence. 

D. Industry. 

E. Truthfulness. 



F. Conscienciousness. 

G. Politeness. 
H. Obedience. 

(Four lessons.) 



8. The teaching of morals in school — 

A. By the example of the teacher. 

B. Informally by using incidents in the daily school life. 

C. Formally by specific lessons. (See especially White and Sabin.) 

(Two lessons.) 

9. Cautions and admonitions to teachers as to — 

A. Use of sarcasm. 

B. Threatening and scolding. 

C. Keeping promises. 

D. Being hasty. 

E. Giving help. 

F. Dealing with dull children. 

G. "Seeing things." 

H. Inspiring reverence for things holy. 
(Three lessons.) 

10. Incentives to school work. 

A. Emulation. 

B. Class rank. 

C. Prizes. 

D. Marking; why; how; when. 

E. The value of these stimuli as compared with subject matter 

itself. (See especially Button and White.) 
(Two lessons.) 

11. Promotion. 

A. Purpose of. 

B. Frequency of. 

C. Basis of. 

12. Examinations, tests and reviews. 

A. Examinations; characteristics of; educational value of; char- 

acter. 

B. Tests; purpose; character. 

C. Reviews; when; why; how. 

13. The recitation. 

A. Purpose. 

B. A^ssignment of the next day's lesson. 

C. How the pupil should prepare for the recitation. 

D. How the teacher should conduct the recitation. 

E. The five "formal steps." (See especially Button, McKeever^ 

and Sabin.) 
(Four lessons.) 
(Chapter XVII should be omitted.) 

14. Buty of the teacher — 

A. To his pupils. 

B. To the parents. 

C. To the community. 
B. To the school board. 
(Chapter XIX may be omitted.) 

15. The school surroundings. 

A. The school grounds. 

B. The school building. 

C. The outbuildings. 

B. The interior of schoolroom: arrangement; furnishings; deco- 
ration; and ventilation. 



E. To his profession. 

F. To his successor. 

G. To himself. 

(Three lessons.) 



54 Normal Training Course. 



ARITHMETIC. 

I. 

Topics of Arithmetic which Must be Taught. 

B. — Pure Arithmetic. — Give a good reason why each of the following 
arithmetical topics should be taught: 

Notation and numeration; addition; subtraction; multiplication; divi- 
sion of whole numbers; of common fractions, and of decimals. 

Bills and accounts; account keeping and balancing; percentage and 
interest and their commercial applications to gain and loss, discount, etc., 
and to promissory notes. 

Squares, square roots, cubes, and simple cube roots. (Not the general 
process of extracting cube root.) 

Mensuration Arithmetic. — Rational mensuration (1) of lines, (2) of 
surfaces, (3) of solids. 

Land measure, longitude and time, scale drawing, square and cube 
root with blocks or diagrams. 

Generalized Arithmetic. — General arithmetic enough to summarize 
the several arithmetical truths and to acquaint pupils a little with num- 
ber notions and with literal number. Such signed number as arises in 
arithmetic studies as with the upward and dov/nward of the thermometer 
scale. Forces acting forward and backward, upward and downward, etc. 

Discuss the following principles of selection of arithmetical material. 
Whatever constitutes: 

(1) An important interest of children. 

(2) An important need of adult common life of which pupils can 
appreciate the value. 

(3) A part of an important sequence or set of ideas. 

(4) An interesting and valuable contribution to the mental nurture 
of children. 

(5) An aid in giving children control of their powers for effective 
service to themselves and to the community. 

(6) The major topics of arithmetic enumerated above and demanding 
such mastery as is possible with children. 

(7) An essential part of general information and not too mature for 
children. 

A. — Discuss the following formulation of the way all arithmetical 
topics should be taught: 

Learning the arithmetic topic: (1) The inform.al use: (a) Occa- 
sional uses; (6) collated uses. (2) The formal study: (a) Graphic pre- 
sentation; (6) symbolic presentation; (c) reflex-action step. Drill comes 
here. (3) The application of it: (a) The new idea alone; (5) the new 
idea with others. 

II. 

Notation Defined as a Way of Writing, or of Recording, Numbers. 

Numeration Defined as a Way of Reading, or of Speaking, Numbers. 

A. — In teaching notation follow the steps (1) the idea, or the thing, 
(2) the name, (3) the symbol. Discuss. 

Precisely what needs to be taught in (1) the Arabic notation. (2) 
The Roman notation. 

B. — Notation developed: (1) In grades three, four and five, orally 
and through natural use. (2) Explicitly. (See pages 11 to 15.) 

Numeration developed through use. Place and name; values of digits. 
Paragraph 7. 

Periods. French, Roman and English notations. To train in reading 
numbers, read numbers that denote something. Paragraph 11. Inter- 
pretation of Roman notation should begin on the right. Show how the 
principles of (1) addition, (2) subtraction, (3) multiplication, are em- 
ployed in the Roman notations. In the Arabic notations. 



Kansas High Schools. 55 

PROBLEMS. 

Solve problems 1 and 2, page 15. Interpret (1) DCD, (2) MDM, 
(3) MD, (4) MCMVIII, (5) II, (6) MCD, (7) MCCCC. 

Suggest uses of Roman notation in pages of prefaces of books, in 
numbering chapters in books, on monuments, tombstones, and in works 
of art. 

III. 

Addition. 

A. — In what grade should the use of the terms plus, minus, etc., for 
"and," "less," etc., begin? This means where should the "language of 
the science" begin to be taught? 

How can pupil be made to feel that addition, subtraction, etc., are 
measuring processes? 

How may multiplication be foreshadowed in addition? 

B. — The ideas of addition, sum, addends, and the sign "plus" defined 
through use (see par. 15), and stated in simple language. 

Convenient arrangement of work, pages 17 and 18. 

Use only such devices of arrangement as visualize the thinking of the 
problem. 

Advisability of using local reports, as suggested on page 19, in addi- 
tion to, or supplementary to, problems 3 and 4. 

Checking by adding in reverse order, page 22. Postpone the rationale 
of casting out the 9's. 

Discuss: Checking by casting out the 9's does not save enough effort 
to justify teaching it in addition and sjibtraction ; but it does for mul- 
tiplication and division. 

PROBLEMS. 

Solve and check by casting out the 9's, a few of the suggested prob- 
lems, pages 23 and 25. Fill out on a separate slip the blanks of prob- 
lems 12, page 20; 13, page 21. Problems 1 to 11, pages 23 to 25. Prob- 
lems 1 to 8, pages 25 to 26. Problem 3, page 83. 

Develop a lesson on addition for a primary class. Give many such 
exercises as give some numbers that make up 15, 18, 21, 24, etc., putting 
the vague aggregate, or sum, before the pupil at first, to be defined 
through addition as a measuring process. 

IV. 

Subtraction. 

A. — In teaching the processses, addition should precede subtraction 
by a little; the addition and subtraction should be taught together, as 
8 4- 6 = 14, followed at once by 14 — 8 = ? 14 — 6 = ? Discuss. 

Long before addition and subtraction are finished, multiplication and 
division should be begun. Discuss this as to (1) practicability, (2) peda- 
gogic soundness. 

B. — The notions of subtraction: Subtrahend, minuend, difference and 
rem.ainder developed through common-sense uses (pages 26 and 27), and 
stated in simple language. 

Do not use the language of borrowing and carrying. It confuses be- 
ginners. Discuss. 

Distinguish between difference and remainder. Problem 2, page 26, 
illustrates a case of difference. Problem 3, page 26, illustrates a case of 
remainder. 

Check subtraction by adding subtrahend and difference or remainder, 
comparing the same with the minuend. 

Give many additional problems, as 38 + 6 = 44, following immedi- 
ately with 44 — 6 = ? and 44 — 38 = ? thus bringing out the correla- 
tion of addition and subtraction. 



56 Normal Training Course. 

PROBLEMS. 

Solve and check the following: Problems 4 to 10, page 29; 3 to 9, 
page 31; 10 to 15, pages 31 and 32; 2 to 7, pages 32 and 34. 

V. 

Multiplication. 

A. — Show how multiplication may be based on addition. 

Show that multiplication is a kind of measurement; the multiplicand 
is the standard, the multiplier the times used, and the product the quan- 
tity to be measured. 

Show the correlative phases of multiplication; z. e., that 8 6's im- 
plies 6 8's. 

B. — Multiplication developed through common-sense uses, resulting in 
clear and simple statements. Pages 35 and 36. 

Arrangement of work. Page 37. The pedagogical function of me- 
chanical arrangement is to visualize, and, in a sense, to concrete the 
logic of the problem. 

Drill on tables thus: How much is 5 X 9? 9x5? % of 45, or 
45 ^ 9 = ? Vs of 45, or 45 -^ 5 = ? etc. What is 6 X x, if x is 1, 2, 3, 
7, 6, 4, 8, 5, 9? What is 9 X a;, if x is 3, 2, 5, 8, etc.? Make the work 
brisk and snappy. 

Make clear that multiplication by whole numbers is shortened addition. 

Check multiplication (1) by casting out 9's; (2) by dividing the 
product by one factor; (3) by multiplying by factors of the multiplier. 
(Paragraph 35, pages 43 and 44.) 

Checking trains in independence and self-confidence. Discuss. 

Give enough fractional multiplication (see page 44, paragraph 30) to 
enable pupils to see that multiphcation is something more than short- 
ened addition. 

Multiplying by 10, 100, 1000, 25, 50, 75, 500, etc., in short ways, 
page 42. 

PROBLEMS. 

Complete, if necessary, solve and check the following: Problems 5 to 
16, page 45; 5 and 8, page 47; 17, page 48; 1 to 6, page 49. 

VI. 

Division. 

A. — When products are found at once for factors, as 6 X 8 = 48, fol- 
low at once with Ve of 48 = ? 48 ^ 6 = ? Vs of 48 = ? 48 -^ 8 = ? 
Discuss. 

Distinguish between partition and division. 

This distinction should not be made with children. Discuss. 

B.- — Division and terms defined through common-sense uses and stated 
in simple language. 

Bring out the truth that division is both shortened subtraction and in- 
verted multiplication. Pages 50 to 52. 

The distinction between partition and division is not advisable with 
children. Discuss. 

Short division taught. Page 53. 

Convenient form. Page 53. 

Long division taught. Pages 55 and 56. 

Convenient form. Pages 56 to 58. 

In short division, write the quotient below the dividend. In long di- 
vision, above the dividend. 

Check divisions by multiplying quotient by the divisor and comparing 
the product with the dividend. 

Checking division by casting out the 9's saves so much burdensome 
labor that it should be used systematically here. Discuss. 



Kansas High Schools. 57 

PROBLEMS. 

Solve and check the following: Problems 3, 5, 7, 10, page 54; 4, 5, 8^ 
9, page 59; 15, 16, 17, page 60. 

VII. 
Cancellation. — Tests of Divisibility. — Factoring. 

A. — Cancellation requires that a pupil first think through a problem, 
then formulate it. This is good thought training. Discuss. 

How may a teacher keep cancellation from becoming a mere mechan- 
ical operation? 

B. — Multiples of 10. Division by multiples of 10. Paragraphs 48 
and 49. 

Teach that dividing both the dividend and divisor by the same number 
does not affect the quotient. 

Show the meaning of cancellation as a plan of balancing divisions 
against multiplications. Paragraph 49, page 62. 

Tests for divisibility. Paragraph 50, page 63. 

Forming preliminary estimates of about what results must be. Page 
65, problems 2, 3, etc. 

PROBLEMS. 

Solve the following: Problems 10 and 11, page 64. Problem 2, page 
69. Problems 1 to 8, pages 71 and 72. 

VIII. 

Bills and Accounts. 

A. — Discuss the following educational reasons for teaching bills and 
accounts: (1) To teach systematization of data. (2) To familiarize 
pupils with forms that represent practical business procedure, and call 
for the business terms of "debit" and "credit." (3) To aid in strengthen- 
ing the pupil's sense of values. (4) To impress the pupil with the out-of- 
school demand for arithmetical knowledge. 

B. — The first attempts to teach bills and accounts should not deal 
with highly technical business forms, but should begin systematization 
in the direction of these forms. Discuss. 

Solve problems 4 to 8, page 76, on the time sheet. 

Make out cash accounts. Fill them in. Foot and balance them. 

PROBLEMS. 

Solve problems 5, 6, 9, page 78; 11 and 13, page 79; 1 to 7, pages 80 
and 81, making out suitable bills; problems 1, page 81, and 2, page 82. 

IX. 

Kinds of Measurement. 

A. — Discuss the thesis: Measurement involves physical steps that run 
so closely parallel to the mental steps in numbering as to make measure- 
ment a better guarantee than counting of an understanding of number 
and number processes. 

Measurement includes counting; for counting is only measuring with 
a qualitative unit; i. e., with an individual. Illustrate and discuss. 

Measurement should be habitually preceded by a preliminary esti- 
mate. Discuss. 

B. — Measurement may be: (1) With an undefined unit giving rise to 
counting, addition and subtraction only. (2) With a definite unit of the 
sam.e Und of magnitude as that to be measured, giving rise to the times 
idea and multiplication and division. (3) With a definite unit in a differ- 
ent sort of magnitude from the sort to be measured, giving rise to pro- 
portion, percentage and interest. 

Measurement shows need for larger and smaller units, giving rise to 
compound number and fractional number. 



58 Normal Training Course. 

PROBLEMS. 

Solve, in all practicable cases, giving a roughly approximate estimate 
of about what the results must be, before the measurement or calculation: 
Page 87, 5, 8. Pages 88 and 89, 1, 4, 5, 8, 18. Pages 89 and 90, 25, 27. 
Pages 92 and 93, 17, 25, 28, 30. Page 95, 9, 12. Page 96, 8. Page 97, 
15. Pages 98 and 99, 7, 11. 

X. 

Common Fractions. 

A. — Discuss the following reasons for teaching common fractions: 

(1) The common fraction is the clearest and fullest expression of the 
measuring process. 

(2) The simpler fractions are much needed in daily life. 

(3) The study of common fractions furnishes most of the insight that 
a pupil gets into the number truths of arithmetic. 

(4) The practical work of drawing to scale requires much use of frac- 
tions. 

(5) To give needed drill in the fundamental operations with integers. 
B. — Easy uses of simpler fractions, showing need for processes with 

fractions. Pages 109 to 115. 

The fraction idea pictured as a tool for measuring. 

The divided rectangles used are to be thought of as representing any 
sort of magnitude, not merely area. This trains in re-presentation, as 
well as functions as presentation. 

Express simple fractions in different units. Pages 116 to 118. 

Reducing fractions to different forms having equivalent values. 

Need for G. C. D. Pages 119, 120. 

Teaching the meaning of G. C. D. and how to find and use it. Pages 
120 to 122. 

Adding and subtracting fractions having the same denominator. 
Pages 131 to 135. 

PROBLEMS. 

Page 123, 2, 4, 5, 6, 7, 8, 10, 11, leading to need for learning how to 
add and subtract all kinds of fractions. Page 132, 4, 6, 7. Page 133, 4, 
6, 8, 9. 

XI. 

CoT^imon Fractions, Continued. — L. C. M. — Multiplication and Division. 

A. — For developing the operations with common fractions the divided 
rectangle is a most vivid and far-reaching means. Discuss. 

The G. C. D. and L. C. M. should be taught only in their relation to 
the operations with fractions that call for them. Discuss. 

Much attention should be given to factoring before the explicit teach- 
ing of common fractions. 

B. — Reducing fractions to the same denominator, leading to common 
and to least common multiples. 

L. C. M. developed and taught only in connection with necessities of 
teaching operations with fractions. Pages 127 to 129. 

L. C. M. used. Pages 130, etc. 

Multiplication of fractions developed and taught. Pages 135 to 143. 

Division of fractions developed and taught. Pages 143 to 150. 

Complex fractions. Pages 150, 151. 

PROBLEMS. 

Page 137, 14, 16, 17, 18. Page 139, 3, 4, 5. Page 142, 10, 11, 12. 
Pages 144, 145, 2, 4, 7, 9. Pages 145, 146, 1, 4, (1) and (2). Page 149, 
6, 15. Page 151, 7, 8, 14, 15. 



Kansas High Schools. 59 

XII. 

Decimal Fractions. 

A. — Decimal fractions should be first taught on the basis of the decimal 
notation, and then as a more practical way of working with all sorts of 
fractions. Discuss. 

In the beginning stages of teaching the subject, decimals should be 
based largely on our monetary system and on the metric units. Discuss. 

B. — Notation and mensuration of decimals developed and taught. 
Pages 162 to 164. 

Reducing decimals to common-fraction equivalents. Page 164. 

Addition of decimals. Pages 165, 166. 

Subtraction of decimals. Pages 167, 168. 

Multiplication of decimals. Pages 170, 171 and 174. 

Reducing common to decimal fractions. Pages 180, 181. 

For pointing quotients, see page 175, and page 240, problem 5. 

PROBLEMS. 

Page 164, 5. Page 166, 3. Page 169, 7. Page 171, 2. Page 173, 4. 
Page 175, 11. Page 176, 7, 3, 4. Page 177, 2, 3, 4, 5. Page 178, 7, 10, 14. 
Page 181, 7, 10, 12. 

XIII. 

Denominate Niunhers. 

A. — Compound denominate numbers should be given a topical treat- 
ment to gather up and unify the pupil's knowledge of the subject. Dis- 
cuss. 

Compound number problems involving more than three units in a num- 
ber should be discarded from the arithmetic work. Discuss. 

B. — Have representatives of standard units present in teaching de- 
nominate numbers. Most of the fundamental denominate number forms 
and standards have been taught in connection with the multiplication 
tables in Books One and Two, Elementary Arithmetic. 

Tables and necessary forms grouped for reference and memorizing. 
Pages 185 to 191. 

Metric System. See historical note, page 201. 

PROBLEMS. 

Solve a dozen problems selected from the following : Page 192, 6, 7, top, 
and 4 and 8, bottom. Page 193, 6 and 7, middle, 3 and 4, bottom. Page 
194, 4. Page 195, 3, 7 and 9. Page 196, 12, 31 and 6. Pages 197 to 201, 
4, 17, 32, 54 and 77. Pages 205 to 207, 18, 25, 40 and 41. 

XIV. 

Percentage. 

. A. — The learner should be inducted into percentage (1) through whole 
numbers; (2) through common fractions; (3) through decimal fractions; 
and, finally, the ideas of percentage should be topically organized. Dis- 
cuss. 

B. — Connect percentage with whole numbers through questions such as 
''How many in 100?" 

Connect percentage with common fractions as the fractional equivalent 
of percentage. 

Connect percentage with decimals as another way of writing, or of 
reading, per cents. 

Then organize percentage notions with reference to their own mean- 
ing — topical treatment. Use equation method of solving percenta.ge 
problems. 

Applications to (1) gain and loss. Page 212. (2) Meteorology. Page 



60 Normal Training Course. 

214. (3) Geography. Page 217. (4) Commission. Page 220. (5) Dis- 
count. Page 221. (6) Marking goods. Page 223. 

Is it likely to foster the sordid in children to confine all percentage 
work to money problems? Discuss. 

PROBLEMS. 

Solve a dozen problems selected from the following: Pages 207 and 
208, 11, 17, 19, and 1 at bottom. Pages 210 and 211, 13, 17, 18, 2, 4, 8 
and 10. Pages 212 and 213, 4, 9, 22 and 26. Pages 214 and 215, 1, 7 
and 9. Page 216, 1 and 2. Pages 217 and 218, 3, 6, 10 and 13. Pages 
222 and 223, 3, 4, 2, 4 and 8. 

XV. 

Interest — Simple and Compound. 

A. — Interest should be first related to percentage. Discuss. 

Interest problems should be typical of real conditions. Discuss. 

It is worth while to have a talk to the class on interest, simple and 
compound, by a business man. Discuss. 

B. — Define interest as money to be paid for the use of money and 
illustrate by such as: "For 4% interest, a man pays $4 for the use of 
$100 for one year." Bring out the point that problems of interest for one 
year are the same as percentage problems; and for more than one year 
multiply by the time in years. 

Use the time first only as an integral number of years, then pass from 
easy to more difficult fractions of one year, including many fractions 
having a simple relation to twelfths of a year. Then pass to time as a 
whole number and a fraction of a year. Finally, to time expressed as 
years and months, and as years, months and days. 

Teach 6 per cent method as means of avoiding the tedium of the general 
years, months, days procedure. 

Show the relation of simple to compound interest. Study the forms on 
pages 225 and 305. 

PROBLEMS. 

Solve a dozen from the following problems : Page 224, 3, 8 and 9. Page 
226, 6, 7 (4) and (9) 8, 10. Page 227, 15 (3), (6) and (7), 19, 22, 24, 
30 (3) and (5). 

XVI. 

Applications of Interest to Promissory Notes — Partial Payments. 

A. — Have a business man talk to the class on promissory notes, or have 
a business man's son get facts from parents and report to class. Discuss. 

Get business forms of canceled promissory notes for class use, and point 
out the important and essential data upon them. Discuss. 

Inquire of a banker under what circumstances partial payments are 
made. Discuss. 

B. — Draw notes, some with past dates, against Richard Roe or your- 
self. Name the date, the maker, the payee, the face of the note, the date 
of maturity, and find the "time to run." 

Explain discounting notes. 

Mention any circumstances under which partial payments have to be 
calculated in modern business. Inquire of some business man for such in- 
formation. How must a note read to admit partial payments? 

Have a talk before the class by a business man, on partial payments. 
Discuss. 

PROBLEMS. 

Page 231, 1 and 2. Page 232, 4 (2), and 2. Page 233, 3, 5, 6 (3) and 
(7). Page 235, 2 and 3. 



Kansas High Schools. 61 

XVII. 
Land Measure. 

A. — Have pupils stake out or draw to scale a square acre. If staked 
out, have the sides, the perimeter and diagonals placed by pupils. Discuss. 

Show class how to draw perpendiculars and parallels. Discuss. 

B. — Show by diagram how sections are divided by law. Pages 101 
and 279. 

Show by diagram how townships are divided into sections. Pages 
102 and 279. 

Explain the meaning of principal meridian, base lines, ranges, and the 
mode of numbering townships. Page 278. 

Distinguish between lots and fractions of sections. 

Have a talk to class by a surveyor. Discuss. 

PROBLEMS. 

Page 101, 2, 3, 6, 8 and 10. Page 102, 12, 13. Page 279, 1. Page 280, 
2 and 3. 

XVIII. 
Form Work, Scale Drawing, and Mensuration. 

Note. — References are here to the elementary book of the state texts. 

A. — Have pupils draw to some easy scale a wall, or the floor of the 
classroom, or schoolroom, from their own measures, locating all regular 
objects properly upon the drawing. Discuss. 

Make scale drawings of imaginary farms, lots, streets, etc. Discuss. 

B. — Form work relating to lines. Pages 13 to 15 and 59. Glance over 
and solve some of the problems orally. 

Form work relating to areas. Pages 16 and 17. To areas and cubical 
contents. Pages 66 to 67, 84 to 85. Solve some of the problems orally. 

To areas and scale drawing. Pages 108 to 111. Solve some of the 
problems orally. 

To areas. Pages 212 and 213. Solve some problems orally. 

To solids. Pages 218 to 221. Solve some problems orally. 

PROBLEMS. 

Solve orally as many as possible of the following problems : Page 13, 4. 
Page 14, 1 to 10. Page 59, 1 to 10. Page 67, 5 to 10. Page 84, 1 and 2. 
Page 108, 1 to 4. Page 111, 1 to 10. Page 213, 1 to 10. Page 218, 1 to 6. 

XIX. 

Form Work, Scale Drawing, and Mensuration. 

Note. — References are to the Grammar School Arithmetic. 

A. — Have pupils make scale drawings of school or home gardens. 
Discuss. 

Make scale drawings of roads, street-car lines, etc. Discuss. 

B. — After studying page 1, make a drawing to some convenient scale of 
the recitation room. 

Make a scale drawing of a farm from assumed measurements and lay 
the farm out into fields. 

Solve problems such as are given below on your own drawings. 

PROBLEMS. 

Page 3, problems 5, 9, 10 and 15. Page 7, oral work and 1 to 3. Page 
25, 2 to 5. Page 39, 3. Pages 92 and 93, 18 to 23, 26 and 29. Page 114, 
2 and 3. Page 115, 10 and 11. Page 157, 2 and 6. Page 181, 1. Page 
248, 8. Page 274, 4. Page 275, 5 to 8. Pages 2fi6 and 297, 3, 7 and 10. 



62 Normal Training Course. 

XX. 

Longitude and Time. 

A. — Use a croquet or tennis ball, or an apple, or orange, with a knit- 
ting-needle through it, holding the north pole properly directed, in teach- 
ing longitude. Discuss. 

Standard time and time belts should be explained and taught. Discuss. 

With aid of railroad time card send an imaginary traveler from New 
York to San Francisco, and compute from the card the actual time taken. 
Discuss. 

B. — Give a good reason why longitude and time should be taught in 
arithmetic. 

See reasons of lesson I. 

Study through the oral work. 

Define prime meridian, longitude. Standard time, and time belts. 

Work out the table from the fact that 360 degrees correspond to 24 
hours. 

PROBLEMS. 

Solve a dozen problems selected from the following : Page 268, 3. Page 
269, 6, 7, 8, 9, 12 and 14. Page 270, 18. Page 272, 2, 5 and 7. Page 273, 
8 and 10. 



Kansas High Schools. C3 



GEOGRAPHY. 

(1) In the room: (a) A large picture. (Primary Geography, pages 1, 
87, 94, etc.) Learn the names for different parts of a picture. How many 
objects in each part? The most important object? (6) Study specimens 
to tell what is seen, such as a piece of coal, a leaf, grains, fruits, etc. 

Describe the schoolroom, playground, the home garden. 

(2) Outdoor Observation: A tree; parts of the tree; fruit, etc. Visit 
a place near the schoolhouse and describe it^arefully, such as a small 
field, a mill, a foundry, a store, a church. 

Make and record observations of the weather. 

(3) Local Geography Begun. — An excursion farther away to observe 
type forms — land forms, like a hill, a valley; water forms, like a pond, a 
brook, a river, etc. (Primary Geography, pages 1-5.) 

Methods. — Draw a map of a field observed. Tell in order objects 
noticed in the field. Visit other fields and report to teacher. Write out 
what is to be seen in a picture. Describe an apple, a horse. Draw a plan 
of the schoolroom (Primary Geography, page 15), school yard. 

References. — Type Studies, McMurry; Home Geography, Fairbanks; 
Field Work in Nature Study, Jackman; Methods and Aids in Geography, 
King; Suggestive Lessons in Geography, King. 

Map Making and Reading. — (1) Draw a plan of the schoolroom to 
scale; the yard. (Pages 15 and 16.) Study first the principal streets or 
roads near the schoolhouse. Make a map of the same on paper. Use in a 
general way a scale suitable, as, one inch to a quarter of a mile. Print a 
few names of streets or roads on the map. Place the schoolhouse in its 
proper position, also the church or farmhouse and other buildings. (2) 
Walk through the streets or along the roads and notice slopes, elevations, 
and general features of surface. Observe in what directions water flows 
after or during rain. (3) Make a second map, adding contour lines, each 
line showing levels five, ten or twenty feet apart. Explain the meaning 
of the lines. If the spaces between the contour lines were filled in with a 
different color for each space, what kind of land would be represented by 
each color? What does color mean on a physical map? Find the lowest 
point on the map; the highest. From the western side of the home town 
to the eastern boundary line, does the surface slope up, or down? What is 
the slope of a still body of water? Of a river? How does the land slope 
from the eastern boundary of Kansas to the western? What is the mean- 
ing of color on a political map? What shows how the land slopes on such 
a map? By what kind of lines are the mountains indicated? Explain the 
meaning of •, ©, 42°. Learn how to use the scale. Explain the relief 
map of North America (Primary Geography, page 26). Make one of 
plasticine. 

References. — Methods and Aids in Geography, King; Suggestive Les- 
sons in Geography, King; Special Method, pages 1-41, McMurry; Govern- 
ment Maps by the Geological Survey, Washington, D. C. 

Reading and Journey Geography. — Use maps or globes to illustrate. 
(Primary Geography, Part III.) (1) Take an imaginary trip to Topeka, 
St. Louis, or Chicago. Study situation, on what water, size, peoples, 
streets, important buildings, great industries, commerce, growth, etc. (2) 
Read and talk over other journeys to New York, Washington, down the 
Mississippi, to London, Paris, Venice, St. Petersburg, up the Amazon, 
across the Alps, through the Mediterranean, to Cairo, to Chinese and 
Japanese homes, to see village life in India, Australia and the Philip- 
pines. 

- Methods. — Write letters home from these places. Use railroad folders. 
Draw routes taken on journeys. Raised maps and raised globes. 

References. — Special Method, pages 42-198, McMurry; Home Geog- 
raphy, McMurry; Picturesque Geographical Readers, King. 



64 Normal Training Course. 

(1) The Air. — Composition. Effect of heat. In motion. Evaporation. 
Condensation. Moisture in air. The circle of the rain. (Primary Geog- 
raphy, pages 5 and 6.) Rains, streams, oceans. [All in a very simple 
way.] (2) The four seasons studied. Different lengths of day and night. 
Different degrees of cold and heat; simple explanations given. (3) Di- 
rection — right and left. Rising and setting sun — shadow at noon. Com- 
pass. (4) Soil — loam, gravel, sand and clay; appearance and use of each. 
Crops. 

Methods. — Take children into the yard at noon to notice length and 
direction of shadow; compare with compass. Excursions for material, 
such as soils. Observations of rain during a rainfall and its action on 
the ground. Measure rainfall by using a can or pail. 

References. — Physical Geography by Dryer, Physical Geography 
Header by Dodge, Child and Nature by Frye, Home Geography by Tarr, 
Talks about the Soil by Barnard. 

General Features of the Earth. — (1) A globe, a map, a section, 
hemispheres, continents, grand divisions, land and water hemispheres. 
Size of grand divisions. Plains, prairies, and the people upon them. (2) 
Study elevations, a range, a mountain like Pike's Peak, a valley like the 
Mississippi river valley. (Grammar Geography, page 91.) (3) Slopes. 
The coast. Coastal plain. (4) Tides. Currents. The Gulf Stream. 

Methods. — Take the class to the top of a hill or along a stream. Take 
an imaginary trip to the top of a celebrated mountain, like Pike's Peak. 
An imaginary trip down the Kansas river, or the Mississippi river. 
Sketch the grand divisions in order of size. (See Grammar Geography, 
page 2.) Draw map of Gulf Stream. (Grammar Geography, page 12.) 
Give a lesson on the globe. Use maps freely. 

References. — Other geographies. Mill's International Geography, Phys- 
ical (Geography by Gilbert & Brigham, Davis, Tarr, etc.. Aspects of the 
Earth by Shaler, Suggestive Lessons by King. 

Life. — (1) Vegetable Life (page 12) : Variety near home. Three 
plant zones. Trees in different zones or belts. Trees in Kansas. Differ- 
ence in the appearance of a tropical and a temperate forest. Vegetation 
affected by heat, moisture, dryness, height. Six life regions. 

(2) Animal Life (page 14) : Domestic animals. Wild animals near 
home. Affected by climate. Different animals in the polar regions, tem- 
perate, and tropical regions. Differences in habits. Six regions of animal 
life. Useful and harmful animals. Birds. Fish. 

(3) Human Life (page 14) : Different races living near the school; in 
the town. 

1. Caucasian race: Characteristics. Subdivisions of the White race. 
Noted men of each subdivision. Difference in habits of English and 
Americans; Germans and French, etc. 

2. Black race: Peculiarities in looks, habits, ideas, etc. Noted repre- 
sentatives. 

3. Yellow race. Brown and Red races. Map of the races. Religions. 
Governments. 

Methods. — Describe wild animals near home. Describe domestic ani- 
mals seen in the town. Draw race map, animal map, etc. Make a list of 
wild flowers and trees near home. Describe flowers raised in home 
gardens. 

References. — The First Book of Birds, Miller; Ocean Wonders, Damon; 
The American Natural History, Hornaday; Our Native Trees, Keeler; 
Leaves from Nature's Story Book, Kelly; Bird Studies with a Camera, 
Chapman; Strange Peoples, Starr; American Indians, Starr; Big People 
and Little People of Other Lands, Shaw. 

Transportation. — (1) By Water (page 16) : Rafts, rowboats, sail- 
boats; increase in size; seven-masted schooners; steamers; material — 
wood, iron, steel. Present length (700 feet). Good harbors. 

By Rivers: Navigable. Fall line. Difference between rivers of Africa 
and those of Europe. North American and South American rivers. 



Kansas High Schools. 65 

By Canals: Important ones, such as the Erie and Welland. Drainage 
at Chicago. Panama; ''Soo"; Suez; Manchester; Kiel. 

Noted water routes in the United States. Atlantic routes; Pacific 
routes. 

(2) By Land: Wheelbarrows, jinrikishas, bicycles, automobiles, car- 
riages, sleds. Steam railroads: Locomotives, air brakes, safety appli- 
ances, steel rails, viaducts, bridges, signals, time-tables. Express com- 
panies. Mail. Commodities transported. 

(3) Causes affecting transportation. Influence of physical conditions. 
Exchange of goods; products; rates, influences of cheap and quick trans- 
portation. (King's Advanced Geography.) 

Methods. — Local commerce and transportation in the home town or 
city; in Kansas; center of business; routes of trade; main streets; stores; 
factories. 

References. — Commercial Geography, Redway; Commercial Geography, 
Adams; American Railroads; The World's Work. 

Weather (page 17). — (1) Observations of; Weather Bureau; weather 
maps; reading weather map. Movements of storms; westerlies; cyclonic 
storms; studied from weather maps. 

(2) Climate. — The weather changes. Deflnition of weather; of cli- 
mate ; dry climate ; rainy climate ; continental climate ; oceanic climate. 

Causes: Latitude; altitude; zones of heat; influence of water; hu- 
midity; winds — westerlies, trade winds; calms; ocean currents; mountains. 
Rainfall (page 21). 

(3) Latitude and Longitude (page 22). 

(4) Standard Time. 

Methods. — Observations of weather. Study and use of Weather Bureau 
maps. Practice telling the climate of a given place from an outline map, 
applying causes affecting climate. Compare results obtained with those 
given in textbook. 

References. — Climate of North America; King's Methods and Aids; 
physical geographies; Davis's Meteorology^ 

(1) The earth as a whole. The earth and other planets. The solar 
system. 

(2) Daily motion. Yearly motion. Inclination of the axis; results; 
the four seasons; unequal length of day and night; equinoxes; zones. 
Meridians and parallels on a globe. 

(3) Explain three causes of the change of seasons. Poles, circles. 
Methods. — Darken the schoolroom. Allow sunlight to enter through a 

small hole. Hold a hand globe in the rays, and by inclining the axis show 
how the sun lights up certain parts. Draw a diagram to illustrate change 
of seasons. 

References. — Geographies; astronomies; Astronomical Geography, 
Jackson; Methods of Teaching Geography, Crocker; Mathematical Geog- 
raphy, Johnson. 

Nature's Preparation for Man. — (1) Changes in the earth's crust 
(page 26). Cooling and folding. Building up North America. 

(2) Volcanoes: Mts. Pelee, Krakatoa, Vesuvius, etc. A typical vol- 
cano: Causes; effects. Map of volcanoes. 

(3) Earthquakes: Effects. 

(4) Weathering, erosion, river, ice; a talus. 

(5) Flood plains. 

(6) Glaciers; a crevasse; moraines. Ice sheet; effects; drumlin; es- 
kers. How has nature prepared the earth for life? 

(7) Man's influence on nature. 

Methods. ^-Tivdivf a typical volcano. Government map of Shasta, Cal. 
Make a volcano of clay, putty or plasticine. Visit rivers in Kansas and 

—5 



66 Normal Training Course. 

notice effects of erosion, flood plains, overflows. Use Curtis's Geograph- 
ical Models. (Mass. Sales Co., Boston.) 

References. — Physical geographies; Russel's North American Vol- 
canoes; Wright's Ice Age; Well's Realm of Nature; Earthquakes, by 
Dutton; Story of Our Continent, Shaler; Man and Nature, Marsh. 

Kansas. — (1) What people live in Kansas? What races? From what 
countries are they? Where is the state most thickly settled? 

(2) Cities. 

(3) Leading occupations. Great industries. 

(4) Resources. 

(5) Important railroads. Commerce. Education. Government. 

(6) General features. Central position. Area. Boundaries. Sur- 
face. Drainage. Irrigation. Climate. Soil. Striking characteristics of 
the state. 

Methods. — Draw a political map. Print on it the productions. Con- 
sult government map on sand dunes, Kinsley, Kan. Draw a physical 
map in colors; a soil map. Study the state by topics. Compare Kansas 
with Missouri. Imaginary trip across the state. 

References. — Different geographies; Bulletin No. 155, "Alfalfa," pub- 
lished by the Agricultural Experiment Station, Manhattan; state docu- 
ments. 

North America. — (1) Position. Parts. Canada and the United 
States; characteristics. Surface of the United States (page 38) ; its 
drainage and climate. World power. Groups of states, territories, depen- 
dencies (page 133). 

(2) Central states: People compared with the Southern people. Lead- 
ing cities. Each noted for what? In what part is Kansas? 

(3) Three other leading states in this group. Study each briefly with 
reference to its leading characteristics. The great industries of the group. 
Agriculture: the wheat and corn belts. Mining. Manufacturing. Im- 
portant products. Domestic commerce and transportation. Railroads. 

(4) Causes producing the abovs conditions. Position. Surface. 
Drainage, lakes, canals. Climate. Education. 

Methods. — Single-sheet map of United States by U. S. Geological Sur- 
vey; consult government maps on meandering rivers; maps by Mississippi 
and Missouri River Commissions, St. Louis, Mo. ; use blackboard cloth out- 
line map; study by above topics; use Heath's Progressive Outline Maps; 
on them make a commercial map (page 96) ; pictures of cities and indus- 
tries; Underwood & Underwood's stereographs; imaginary trip down the 
Mississippi river ; across the Mississippi valley on a leading railroad route. 

References. — Other geographies; physical geographies; Suggestive Les- 
sons, King; Lakes of North America, Russell; National Geographic Maga- 
zine; The World's Work; Canada in the Twentieth Century, Bradley; 
Natural Resources of the United States, Patton; Methods and Aids in 
Geography, King; the Great American Plateau, Prudden; Practical 
Physiography, Fairbanks. 

Western states: California (page 105). Gold and silver mining. 
Deserts (page 114). Irrigation (page 116). Pacific ocean. Commerce. 
Surface. Drainage. Climate. Government maps, such as plateaus. Price 
river, Utah, Lamar, Granada, Colorado. 

Southern states (page 69) : People. Texas and Georgia. Cotton 
(page 78). Sugar. Rice. Coal and steel. Cotton manufacture. Mexico 
(page 125). West Indies. Panama (page 131); advantages when fin- 
ished. Government map of Mt. Mitchell. 

Atlantic states (page 31) : People. Pennsylvania and New York. 
Washinsrton. Philadelphia. New York. Manufacturing. Mining. 
Foreign commerce. Government map of shore lines, as Sandy Hook, 
Barnegat, etc. 

New England states (page 30) : People. Puritan element. Massa- 



KA.NSAS High Schools. 67 

chusetts. Boston. Manufacturing. Fishing. Education. Government 
map of drowned valleys, Boothbay, Maine. 

South America (page 139. — (1) Striking features (Grammar Geog- 
raphy, page 139). Sections (political map). The three great republics — 
Brazil, Argentina, Chile. Their cities. Peoples in each. (2) Coffee and 
rubber in Brazil. Selvas. Tropical vegetation. Amazon system. (3) 
Cattle on the pampas and llanos. Wool and sheep in Argentina. Progres- 
sive country. (4) Nitrate and copper in Chile. Recent growth of this 
country. (5) Smaller republics. Interesting places. (6) General fea- 
tures and causes. Andes and Brazilian system of elevation. Plains, 
rivers. (See relief map.) (7) Climate; vegetable and animal life; races; 
mining; products; commerce; government; religion; growth. 

Methods. — Compare Brazil with the United States. Compare the Ama- 
zon with the Mississippi; the Andes with the Rockies. Use wall map and 
globe. Use cloth outline blackboard map in developing coast, surface, and 
drainage. Use Underwood & Underwood's stereographs of South Amer- 
ica and other countries. Pictures and slides. Specimens of coffee berry, 
raw rubber, cinchona, cacao bean. Draw commercial map of South Amer- 
ica. Represent production of coffee thus: 

Coft'ee: World 

Brazil 

Wool : World 



Argentina 

United States 

References. — Other geographies; Our American Neighbors, Coe; The 
Great Mountains and Forests of South America, Fountain; Round and 
About South America, Vincent; South America, Herbertson; South Amer- 
ica, Carpenter; The Bolivian Andes, Conway; Through the Republics, 
Marten; Geographical Reader, Rupert. 

Europe (page 155). — (1) British Empire. Parts. Peoples. Cities. 
Industries. World commerce. Navy. Products. (2) General features, 
and causes. Central position. Size. Surface. Drainage. Climate. 
Education. Culture. Government. Colonies. (3) Other great countries, 
in a similar way. France. The French peasants. Paris. Vine growing,, 
etc. German Empire. Industries. Berlin, etc. Austria-Hungary, Italy, 
and Russia. Other smaller powers. (4) Eurasia. General features of 
Europe — surface, elevations, plains, drainage. Climate. Industries^ 
Commerce. Products. Governments. Religions. Art. General intelli- 
gence. 

Methods. — Apply theoretically the causes affecting climate to the west- 
ern side of Europe. Write down results and compare with the statements 
in the geography. 

Review a country like Germany by comparison with other countries. 
Draw a commercial map of Europe. 

Use in the study a list of topics like those given in Grammar School 
Geography, page IV. Use constantly the commercial map of the world 
(pages 242, 243). Curtis's Geography Models. 

References. — Suggestive Lessons, King; Methods and Aids in Geog- 
raphy, King; Picturesque Geographical Reader No. 6, King; Among 
English Hedgerows, Johnson; How London Lives, Gordon; Along French 
Byways, Johnson; France of To-day, Wendell; German Life in Town and 
Country, Dawson; Russia Described by Famous Writers, Singleton; Our 
European Neighbors (several volumes) ; Modern Europe, Coe. See Gram- 
mar Geography, page 246. 

Asia (page 193.— (1) Eurasia (relief map, page 216). Chief char- 
acteristics. Most important countries. (2) India: The people, their hab- 
its and customs. Calcutta and other cities. Industries. Commerce. 
General features — shape and coast. Surface. Drainage. Soil. Climate'. 



68 Normal Training Course. 

Religions. Government. Education. (3) China, following a similar set 
of topics. (4) Japan. (5) Siberia. (6) Other countries of Asia. (7) 
Summary and general features of Asia — shape, coast, surface. "Roof of 
the world," "The abode of snow." Drainage, climate, life. 

Methods. — Compare China with Japan; the Alps with the Himalayas; 
Europe and Asia; the size of India and France. Draw a commercial map 
of Asia, a profile from north to south; a rainfall map. Write out the 
geography of Japan or some other country. Write a letter home from an 
Asiatic city, as Benares. 

References. — Little People of Asia, Miller; Asia, Carpenter; Readers, 
Youth's Companion series; Chinese Characteristics, Smith; A Bird's-eye 
View of India, Stevens; Japan as We Saw It, Gardner; Through Asia, 
Sven Hedin. (See list in geography.) 

Africa (page 219). — (1) Characteristics of the grand division. Four 
parts. (2) Arabs, Negroes, Whites. Subdivisions. (3) Alexandria, 
Cairo, Cape Town. (4) Northern section. Egypt. People. Ruins. Suez 
canal. Desert. (5) Interior. Rubber and ivory. (6) South Africa, 
Dutch, etc. Gold, diamonds, wool. Important places in each section. 
Mining. Products. Commerce of each section. (7) General features — 
shape, coast line, elevations, plateaus, drainage. Great rivers and their 
peculiarities; the Nile — its peculiarities. Irrigation. Climate. Moham- 
medan religion. (8) Animal life. Sport. Present condition. Colonies. 
(9) (page 233) Australia and the Pacific groups of islands, topically 
studied. Atolls. Volcanoes. Coral reefs. Gold, wool, copra. 

Methods. — Study Egypt and South Africa topically. Compare the Nile 
with the Mississippi. 

Review by having each pupil put on the map as many facts as possible. 
Write letters from interesting places to the folks at home. Make produc- 
tion maps. 

Let each one make out ten good questions for review. 

Illustrate facts thus: 

Gold Production: World 

South Africa 

United States 

References. — Africa, Herbertson; A Thousand Miles up the Nile, Ed- 
wards; Present Day Egypt, Penfield; The Building of the Nile, Peel; 
Actual Africa, Vincent; Impressions of South Africa, Bryce; Australia, 
Old and New, Grey; Australia, Carpenter; The Heart of Australia, Greg- 
ory. 

Industries (see pages 240-245 and index). — (1) United States: Lead- 
ing products; agricultural sections in the West, South, East; manufactur- 
ing centers; where situated. 

Mining — West or East? What products? 

Fishing — kinds of fish caught. Lumbering — ^where carried on. (2) 
Industries of the world. Tropical products. Temperate products. (3) 
Commerce — domestic. Commercial routes in United States. Railroads, 
Canals. Commercial centers in North America. (4) Foreign commerce. 
(Commercial map.) Navigation. Great commercial routes. Chief ar- 
ticles of foreign commerce. (5) Centers of commercial activity in the 
United States. Greatest seaports in the world. 

Methods. — Use Heath's outhne map of the world. Trace great com- 
mercial routes. Name noted seaports. Print leading exports of each 
country. Draw diagrams as in Redway's Commercial Geography: 

Corn: 

a United States, b Rest of the world. 



a 


b 



Kansas High Schools. 69 

Use wall map of the world — Mercator's projection. Print on it facts 
learned (pages 242 and 243). Make a list of ten leading exports; ten 
leading imports. 

References. — Commercial geographies. — Redway, Adams, Chisholm, 
Trotler. Expansion, Strong; Our Country, Strong; Industries of To-day^ 
Rocheleau; Coal and Coal Mines, Greene; Anthracite Coal Industries, 
Roberts; The American Railway; Workers of the Nation (2 vols.); 
World's Work; The Soil, King; Practical Agriculture, James; By Land 
and Sea (Companion series) ; Man and His Markets, Lyde. 



70 Normal Training Course. 



GRAMMAR AND COMPOSITION. 

ANALYSIS. Eighteen days. 

The sentence and its essential elements. — The declarative sentence: Its 
nature; its essential elements, subject, copula, predicate attribute. The 
interrogative sentence. The imperative sentence. 

Important elements of some sentences: Object, predicate, attribute of 
the object. 

The adjunct. — Classification according to use; classification according 
to form. 

Compound elements and the coordinate conjunction. 

Special study of word adjuncts. — The adjective; the adverb, the noun 
and pronoun used as adjuncts. 

The prepositional phrase. 

The adjective clause. — Kinds, limiting and- purely descriptive; connec- 
tives, the conjunctive pronoun and the conjunctive adverb. 

The adverbial clause. — Kinds; connectives, the conjunctive adverb and 
the subordinate conjunction. 

The noun clause. 

The independent elements. 

Analyze sentences from the text. 

Discuss the value of analysis. Should we do less diagramming and 
more oral analyzing? Why? Give the advantages of each. 

PARTS OF SPEECH. Four weeks. 

General Directions. — The teacher is to develop in a model manner in 
each lesson some of the terms and definitions used. 

The definitions and terms used in these lessons should be illustrated by 
the student. 

The exercises for drill in parsing and construction* are to be taken 
from Gowdy's English Grammar. 

In each part of speech, drill should begin with parsing and end with 
construction alone. Drill in construction should be given fully as much 
attention as drill in parsing. 

Parsing should not be continued beyond the point where pupils have a 
proper idea of the application of the terms used and reasonable skill in 
their use. It can easily be carried beyond its usefulness. 

Grammar. — Definition; divisions. Define: Etymology; syntax. Parts 
of speech: True basis of classification of words into parts of speech. 

Inflection: Definition; difference between inflection and derivation. 
Aside from inflection, what does the study of etymology include? Rela- 
tive amount of time for the systematic study of inflection, and of the 
remaining portion of etymology. 

Discuss: "The child can never become proficient in form without 
many distinct acts of attention dealing with form alone." 

State the part of speech of each word in the following: "Birds of 
passage sailed through the leaden air from the ice-bound, desolate north- 
ern bays to the shores of tropical islands." 

Make clear the distinction between language and technical grammar. 
What is the educational value of technical grammar? Where in our 
schools should technical grammar be taught? 

Noun. — Classes; modifications. Discuss: Person, number, gender, 
case. Declension of nouns. Abstract and collective nouns. Rules for 
forming plurals. Develop an outline for parsing the noun. Give prac- 
tice in parsing nouns and giving their construction. Discuss: (1) The 
value of parsing and giving constructions. (2) How to secure good re- 
sults from them. 

* By "construction" is meant the classification of a word as to function and govern- 
ment in the sentence. 



Kansas High Schools. 71 

Give rules, with illustrations, for the capitalization of nouns in sec- 
tions 149-151, Gowdy. 

Pronoun. — Define; classify; define each class; define antecedent. 
Illustrate: Conjunctive or relative, interrogative, personal, and adjective 
pronouns. Rapid drill in declension of pronouns. Give practice in pars- 
ing and construction. Illustrate the construction of nouns and pronouns. 
Rational methods for securing correct usage of pronouns. What deter- 
mines correct usage in our language? 

Give practice in the number forms in section 185, Gowdy. 

Give pratice in the gender forms in section 186, Gowdy. 

Give practice in the case forms in section 187, Gowdy. 

Adjectives. — Define; justify your definition by the derivation of the 
word. Classes. Give examples of the classes in sentences. 

Comparison : Name and define the degrees : define — regular, irregular, 
periphrastic comparison. Illustrate the several kinds of comparison. 

Relations of adjectives: Attribute, predicative, factitive. Illustrate 
these relations. 

Develop a model for parsing adjectives. 

Give practice in giving the classification, comparison and use of ad- 
jectives. 

Verb. — Definition. Classification (1) as to form; (2) as to nature. 
Define: Defective, redundant, impersonal verbs. Principal and auxihary 
verbs. Discuss the auxiliaries of voice, mode, tense and style. Principal 
parts: What forms of the verb constitute them? Why called "principal 
parts"? Conjugation: Definition; name various forms. Define synopsis. 

The class should have a complete and thorough drill on the conjugation 
and synopsis of some verb. Distinguish subjunctive from indicative 
forms. 

The importance of the mastery of the principal parts of the verb. 

How does the use of the auxilary verbs give added power and accu- 
racy to the English language? 

Give the principal parts of verbs commonly used incorrectly. 

Voice: Define; active, passive. Tests that may be applied in de- 
termining whether a verb is passive. 

Mode: Define; distinguish between finite and infinite modes. Define: 
Indicative, subjunctive, imperative. Upon what grounds can the intro- 
duction of the "potential' mode be justified? 

Discuss: "Mode in the verb is the result of mood in the mind." 

Tense: Define; time expressed by each tense; forms in each mode. 

Person and number used in each mode and tense? Give practice in 
the number and person forms in section 279, Gowdy. Give practice in 
parsing verbs. 

Show how the correct teaching of technical grammar induces clear 
thought and expression. 

Discuss and illustrate the proper use of "shall" and "will." 

Verbals. — Double nature; classes. Infinitive: Define; forms; tenses; 
constructions. The gerund. Constructions. Participle: Define; classes. 
Give practice in construction. 

Adverb. — Definition; classes — as to function; simple; interrogative; 
conjunctive; relative; modal. Classify adverbs as to meaning, time, 
place, cause, reason, manner, doubt, specification, affirmation, negation, 
and number. Adverbial phrases; phrase adverbs. Comparison. Give 
practice in parsing adverbs. 

Study the rules and exercises in section 284, Gowdy. 

Preposition. — Define: Classes; functions of the prepositional phrase. 
The correct use of prepositions, section 295, Gowdy. 

Conjunction. — Define; classes; subclasses; examples of each. 



72 Normal Training Course. 

COMPOSITION. Seven days. 

The teacher will refer to the course in language and grammar in the 
State Course of Study for Graded Schools for suggestions as to the plan 
to be followed in composition. 

The students should be trained with a view to their continuing the 
teaching of composition and language work during the years in which 
formal grammar is taught. 

All oral and written errors of speech in this subject and in other sub- 
jects should be corrected. Outline a method for carrying out this plan. 
The manner of making the corrections of manuscripts should be adapted 
to use in the grades. 

Give illustrative work in writing compositions sufficient to make the 
plan of teaching clear to the students. 

Give full directions as to the use to be made of manuscripts after the 
compositions have been written. Show how corrections may be made and 
how criticism may be made valuable to the entire class. 

Attention should be given to the use of capitals, abbreviations, word 
forms, punctuation, paragraphing, and the form and arrangement of 
sentences. 

ORAL WORK. 

Facility in oral expression should be the aim. Pupils should be fur- 
nished interesting knowledge to express, and taught to express this knowl- 
edge with originality and freedom. 

The importance and the dignity of oral work in language is often 
underestimated. We need to talk well as much as to write well; and, as 
a test of culture, the English that we speak counts for more than that 
which we write. 

Only by oral practice can we master the principles of agreement and 
concord, and catch the true spirit of English idiom. 

GENERAL SUGGESTIONS. 

The attention of the teacher is called to pages 57-60 of the State 
Course of Study for Graded Schools for suggestions. 

A complete course would comprise a study of the best models of writ- 
ten language suitable for the several grades, together with exercises to 
develop the language faculty, so that the learner, while encouraged to 
vigorous thinking, may express and communicate his thought willingly 
and readily in simple, correct, well-chosen language, whether oral or 
written. 

Though language in itself is an object of study, it must be remembered 
that the acquisition of language as a medium of expression constitutes a 
part of the teaching of every other subject. As the material for thought 
may be furnished by such studies as form, color, number, the natural 
sciences, geography, history, etc., the time assigned to these latter sub- 
jects will be used partly in getting material and developing thought, and 
partly in expressing and communicating thought in langage. All stud- 
ies, therefore, furnish useful knowledge, and are the natural means for 
developing those powers upon which the language faculty depends. They 
are the necessary basis of language training. 

Do not ask the student to talk or write connectedly upon a subject un- 
til by observation, conversation, questioning, reading, etc., there is formed 
a clear and orderly arrangement of ideas in his mind. 

The purpose of all language teaching is: (a) To develop and train the 
language faculty by observation and practice, so that the pupil may speak 
and write correctly naturally and effectively; and (6) to develop and con- 
firm in him a literary conscience; that is, a keen sense for the genius and 
idiom of his mother tongue. 



Kansas High Schools. 73 

Among these, as secondary or minor points to be considered, are : 

In Speech. In Written Language. 

Purity of tone. Good penmanship. 

Distinctness of utterance. Forms of letters. 

Correct pronunciation. Correct spelling. 

Suitable inflection. Punctuation. 

Right choice of words. Right choice of words. " 

Freedom from solecisms and inele- Freedom from solecisms and inele- 

gancies. gancies. 

Orderly arrangement. Orderly arrangement. 

Keep correct forms before the eye and drill on the forms that should 
replace the common improprieties of speech. Call attention to good models 
of language. Let the children commit to memory choice passages of prose 
and poetry. 

Illustrative work in writing compositions should be given, to make the 
plan of teaching the subject very clear. 

Every exercise in school in which words are used should be made to 
aid in language training. In the grades exercises in oral language should 
always precede those in written language. Reading, form, elementary 
science, geography, history, and arithmetic will furnish constant oppor- 
tunities for practice in most forms of language work. 

The five series of exercises embodying each year all the fundamental 
disciplines in expression are: Observation; Pictures; Stories and Poems, 
Classics, Biography, History, etc.; Letter Writing; Dictation. 

outline of the work in composition. 

1. Observation. 

Suggested material: 

Flowers,' trees, fruits, seeds. 

The various field crops, such as corn, wheat, alfalfa, etc. 

Animals, including birds, insects, domestic animals and common 

wild animals. 
Minerals, including the more common rocks. 
Manufacturing and other industries that can be observed in the 

community. 
Develop a language lesson based on observation. The lesson should 
include a brief composition. Give full directions as to the use to 
be made of manuscripts after compositions have been written. 
Show how corrections may be made and how criticism may become 
valuable to the entire class. 

2. Pictures. 

Develop a language lesson based on a picture and prepare a brief 
composition as a result of the study of the picture. The picture 
studied may be on the wall of the schoolroom or it may be a pic- 
ture well selected from the Perry pictures. The use made of the 
composition in class should follow the suggestions made in les- 
son 1. 

3. Stories, etc. 

Develop a language lesson based on a story, poem, or selection from 
a school reader. A brief composition should be written as part of 
of the language lesson. 

The use to be made of the composition in class should follow the 
suggestions made above. 

Discuss the use of the following material as a basis for language 
training. Stories, poems, selections from the readers, classics, 
and such subjects as biography, history and geography. 



74 Normal Training Course. 

S. Stories, etc. — continued: 

Discuss the use to be made of the following types of language exer- 
cises and give directions as to the method of giving them: 
a. Narrative and descriptive writing. 
h. Reproduction of stories read or heard. 

c. Relating personal experience. 

d. Paraphrasing. (Illustrate the paraphrasing of a stanza.) 

e. Memorizing selections. 

4. Letters. 

Have each member of the class write a letter. Study the forms of 
social and business letters. 

Drill on the details of punctuation and arrangement of the parts of 
letters. Discuss the choice of stationery, manner of folding let- 
ters, and other things that contribute to good taste in letter- 
writing. Require practice by the class in teaching the above 
topics. 

5. Dictation. 

This exercise is not to be given very frequently. The aim is to im- 
press the details of form and arrangement. 

Show how each of the above exercises may be made well graded and 
progressive from the First to the Eighth Grade inclusive. 

Outline and illustrate a plan for developing language lessons for the 
various grades. It is suggested that the class be divided into 
sections, each section to report on a separate grade. Another 
good way is for the instructor to present the plans himself, and to 
allow a free discussion of them by the class. Emphasize the ne- 
cessity for continuing constructive language training in addition 
to the study of grammar in the higher grades. Show how it is 
possible to follow the graded plan of language teaching in its 
important features in the rural schools. (See White's Art of 
Teaching, pp. 239-241.) 



Kansas High Schools. 75 



READING. 

This outline on reading was prepared by A. A. Reed and is based upon 
Sherman and Reed's Essentials of Teaching Reading, 1909 edition. 

INTRODUCTION. 

The following forty-four lessons in reading have been planned to meet 
the requirements of the course in normal training and are based on the 
experience of classroom work. Each lesson is to have approximately 
three minutes given to technical drill on articulation or on the use of 
diacritical marks, five minutes to memory recitations, twelve minutes to 
the discussion of the text, and twenty minutes to oral reading. 

The selections for memorizing are given in such numbers that members 
of the class may have different assignments. Some of the shorter ones 
should be memorized by all, especially those by Robert Louis Stevenson. 
Each member of the class should memorize one short and one long poem 
a week. C. G. V. stands for Child's Garden of Verses, P. for Penniman. 
References by figures only are to the volumes of Graded Poetry. 

It is not intended that all questions for review should be discussed.. 
These contain the essence of the chapter. They serve as guides to the 
pupil in studying the lesson. Generally it will suffice to discuss the ones 
that need more light. It is a good plan to have the pupils prepare to write 
the outline of the chapter. It is a helpful feature in preparing the lesson. 
Occasionally a few minutes may be taken for the reproduction of this out- 
line from memory before beginning the discussion. 

The outline of American authors is given to assist the pupils in se- 
curing a correct localization of the writers in point of time, as well as a 
view of their relative rank. The class should memorize the outline for 
the general information contained. It will not be necessary to spend time 
discussing it, except as it comes in naturally with the poems memorized. 

AMERICAN AUTHORS. 

A. Colonial period. (1607-1765.) 

John Eliot, Cotton Mather, Jonathan Edwards. 

B. Revolutionary period. (1765-1789.) 

a. Prose: Benjamin Franklin, Thomas Jefferson, James 

Madison, Alexander Hamilton, John Adams. 

b. Poets: John Trumbull, Francis Hopkinson. 

c. Orators: Patrick Henry, Josiah Quincy. 

C. Period of the republic. (1789 to present time.) 

1. National beginnings. (1789-1815.) 

a. Poets: Francis Scott Key, Joseph Hopkinson. 

b. Biographers: John Marshall, William Wirt. 

c. Essayists: Thomas Paine, Noah Webster. 

d. Orators: Fisher Ames, John Randolph. 

2. Golden age. (1815-1870.) 

a. Poets: William Cullen Bryant, Joseph Rodman Drake, 

Fitz-Greene Halleck, Edgar Allen Poe, John Green- 
leaf Whittier, Henry Wadsworth Longfellow, Alice 
and Phoebe Gary. 

b. Historians: William H. Prescott, George Bancroft, John 

Lothrop Motley. 

c. Essayists: Washington Irving, Ralph Waldo Emerson, 

James Russel Lowell, Oliver Wendell Holmes. 

d. Humorists: Charles F. Browne ("Artemus Ward"), David 

R. Locke. 

e. Orators: Daniel Webster, Edward Everett, Henry Ward 

Beecher, Wendell Phillips. 

f. Novelists: James Fenimore Cooper, Nathaniel Haw- 

thorne, Harriet Beecher Stowe. 



76 Normal Training Course. 

C. Period of the republic. (1789 to present time.) — continued: 
3. Present age. (1870 to present time.) 

a. Poets: Thomas Bailey Aldrich, Sidney Lanier, Celia 

Thaxter, Walt Whitman, Eugene Field, James Whitcomb 
Riley. 

b. Historians: John Bach McMaster, John Fiske, Theodore 

Roosevelt, Edward Eggleston. 

c. Essayists: John Burroughs, Edward Everett Hale, George 

William Curtis, Charles Dudley Warner, Hamilton 
Wright Mabie. 

d. Humorists: Samuel L. Clemens ("Mark Twain"), Robert 

J. Burdette. 

e. Orators: James G. Blaine, William Jennings Bryan. 

f. Biographers: John Hay, Ulysses S. Grant, Julian Haw- 

thorne. 

g. Novelists: William D. Howells, Henry James, Frank R. 

Stockton, Mary E. Wilkins, Lewis Wallace, Helen Hunt 
Jackson, Francis Bret Harte, George W. Cable, Thomas 
Nelson Page, James Lane Allen. 

MATERIALS. 

Essentials of Teaching Reading, Sherman and Reed. University 
Publishing Company, Lincoln, Neb. 

Academic Dictionaries, one for each member. 

Set Graded Poetry Readers, First to Eighth Year. Charles E. Mer- 
rill Company, New York. 

The School Poetry Book, Penniman. D. C. Heath & Co., Chicago. 

A Child's Garden of Verses, Stevenson. Rand, McNally & Co., 
Chicago. 

Elements of Literature and Composition, Sherman. University 
Publishing Company, Lincoln, Neb. 

Reading: How to Teach It, S. L. Arnold. Silver, Burdett & Co., 
Chicago. 

How TO Tell Stories to Children, S. C. Bryant. Houghton, Mifflin 
& Co., Chicago. 

Teaching of English in the Elementary and Secondary School, 
P. Chubb. Macmillan Company, Chicago. 

How to Teach Reading in Public Schools, S. H. Clark. Scott, 
Foresman & Co., Chicago. 

Lesson I. 

Time. 

Read chapter 13, and chapter 14 to "Labials," page 151. 

Study chapter 1, to middle of page 9. 

Discussion of first ten questions, page 12. 

First six stanzas of Gray's "Elegy," page 207, for practice. 

Reference: Clark, chapter 1. 

Exercises 1 and 2, page 151. 

For memory: "He Who Would Thrive," Franklin. 1-12. 

"Hurt No Living Thing," Christiana G. Rossetti. 3-50. 

"September," Helen Hunt Jackson. 4-62. 

Lesson II. 

Time. 

Complete chapter 1, with a discussion of the remaining questions and 
suggestions. 

Rules 1 and 2, page 141. 

Study page 208 for practice in time. Insist on the use of the diction- 
ary and the encyclopedia for all words of uncertain pronunciation or 
meaning. 

For memory: "Seven Times One," Jean Ingelow. 1-48. 
"Suppose," Phoebe Gary. 3-50. 
"The Old Oaken Bucket," Woodworth. 4-71. 



Kansas High Schools. 77 

Lesson IIL 

Time. 

Study "Paul Revere's Ride," pages 219-223, for practice in varying 
time. 

All memorize "Windy Nights" for practice in rapid time. 

Exercises 3 and 4, Articulation. 

For memory: Robert Louis Stevenson. 

"Windy Nights," C. G. V. 22. 

"The Wind," C. G. V. 52. 1-16. 

"At Morning." 8-92. 

"Where Go the Boats," C. G. V. 46. 

Lesson IV. 
Grouping. 

Study chapter 2, entire. Discussion of review questions. In connec- 
tion with the last, note that the first example contains a restrictive 
clause, with the emphasis on the word "hurt." Purists insist that the 
relative "that" should be used. This would be convenient. Unfor- 
tunately, writers do not follow the dictum, so it is valueless. 

Drill in pronunciation and definition. Smithy, sinewy, forge, bellows, 
chaff, village, paradise, catch, sorrowing. Apply rules 1, 2, 4, 5 and 6, on 
pages 141, 142. 

"The Village Blacksmith" for practice. Be sure that the reader and 
listeners form a definite picture of the "spreading chestnut tree" over- 
shadowing the low "smithy." A group division after "smithy" would be 
justified. Next they must add the "smith," so placed that the details 
that follow can be easily recognized. Be sure that the emphasis is on 
"mighty." 

In the third stanza there should be four groups in the first line. The 
smith must be at work at his anvil. The noise of the bellows and the 
sound of the hammer must arise in imagination, followed by the slow, 
measured tones of the church bell, to which the latter is likened, then by 
a glimpse of the sunset. 

In the fourth stanza, "look in" should form one group, as should also 
"that fly." The grouping as suggested in the text would make the sparks 
fly from the thrashing-floor. 

In the fifth stanza, there should be a group division after "pray." The 
smith is seen "among" a large family of boys. The service must be heard. 

For memory: "Good Morning," Browning. 1-40. 
"The Owl," Tennyson. 3-69. 
"Nikolina," Celia Thaxter. 4-88. 

Lesson V. 

Grouping. 

Study "Barbara Frietchie," pages 217-219, for grouping. Have some 
of the stanzas marked. 

Have a simple prose selection from a primary reader marked for 
grouping. 

Reference: Sherman, chapter 25. Clark, chapter 1, chapter 4. 

Exercises 5 and 6, Articulation. 

For memory: "Boats Sail on the Rivers," Rossetti. 1-18. 

"I Remember, I Remember," Hood. 3-70. P. 41. 
"Ariel's Song," Shakespeare. 4-7« 



78 Normal Training Course. 

Lesson VL 

Emphasis. 

Study chapter 3 to the bottom of page 23. 

Use the first reader to illustrate emphasis. Have the pupils mark and 
then read lessons, assigning a different one to each. Better results can 
be secured by using first these simple exercises that have no mechanical 
diificulties. Choose selections that have consistent paragraph relations. 
References: Clark, chapter 2, chapter 8, chapter 9. 
Rules 3 and 4, page 141. 
For memory: Robert Louis Stevenson. 
"Autumn Fires," 1-19. 
"The Land of Nod," C. G. V. 60. 
"From a Railway Carriage," 4-7. 

Lesson VII. 

Emphasis. 

Assign individual lessons from advanced first reader or from second 
reader. 

Exercises 7 and 8, Articulation. 

For memory: Robert Louis Stevenson. 

"Rain," 1-17. 

"Bed in Summer," C. G. V. 13. 1-67. 

"Young Night Thoughts," C. G. V. 15. 

Lesson VIII. 

Expression. 
Study chapter 12. 

Discuss review questions, page 136. 
Rules 5 and 6, page 142. 
For memory: Christina G. Rossetti. 

"Who Has Seen the Wind?" 1-15. 

"The Swallow," 3-32. 

"There 's Nothing Like the Rose," 4-8. 

Lesson IX. 

Em.phasis. 

Continue chapter 3 to "Illustrative Lessons," page 26, and discuss 
review questions, page 32. 

Drill exercises from second reader. 

Exercises 9 and 10, Articulation. 

For memory: "A Dewdrop," Frank Dempster Sherman. 1-18. 

"The Piper," Blake. 3-10. 

"Jack in the Pulpit," Clara Smith. 4-11. 

"The Brook," Tennyson. Page 7. 

Lesson X. 
Em^phasis. 

Drill exercises from second or third reader. 

Study "Illustrative Lessons," pages 26-31. If these exercises are read, 
they should be taken from primary readers, not from the text. "The Nut 
in the Forest," is another example of the first type. "The Three Goats" 
is an example of the second type. 

Marking and pronunciation of words on page 143, illustrating rules 1 
to 6. 

For memory: "Sleep, Baby Sleep," 1-21. 

"The Voice of Spring," Mary Howitt. 3-16. 
"Hohenlinden," Thomas Campbell. P. 30. 



Kansas High Schools. 79 

Lesson XL 

Inflection. 

Study chapter 4. Discussion. For practice, exercise on pages 37, 38. 

Reference : Clark, chapter 2. 

Exercises 11 and 12, Articulation. 

For memory: Felicia Dorothea Hemans. 

"Casablanca," 4-16. 

"Night-scented Flowers," 3-63. 

"The Landing of the Pilgrims," 5-33. 

Lesson XII. 

Force. 
Study chapter 5. 

Lincoln's "Gettysburg Address," pages 211-212. 
Drill on diacritical marks. All sounds of "a," with type words. 
For memory: Alfred, Lord Tennyson. 

"Little Birdie," 1-39. 

"The Throstle," 3-22. 

"Sweet and Low," 4-82. 

Lesson XIII. 

Force. 

Study "Liberty and Union," pages 214-215. 

Exercises 13, 14, and 15, Articulation. 

For memory: "The Baby," Macdonald. 1-37. 

"The Violet," Jane Taylor. 3-23. 

"A Boy's Song," James Hogg. 3-7. 4-14. 

Lesson XIV. 

Quality. 

Study chapter 6, with exercises for practice. 
Reference: Sherman, chapter 22. Clark, chapter 3. 
Diacritical marks. All sounds of "e," with type words. 
For memory: William Allingham. 

"Robin Redbreast," 1-43. 

"Wishing," 3-9. 

"The Fairies," 1-70. 

Lesson XV. 
Examination — Mechanics of Reading. 

Lesson XVI. 

Types and Figures. 

Chapter 7, to Metonymy. 
Reference: Sherman, 11-13. 

The memory exercises offer good material in figures. 
Diacritical marks. All sounds of "i" and "y," with type words. 
For memory: "The Land of Counterpane," Stevenson, C. G. V. 33. 
P. 2. 

"My Bed is a Boat," Stevenson. 1-45. C. G. V. 58. 

"Daisies," Frank Dempster Sherman. 1-66. 



80 Normal Training Course. 

Lesson XVII. 

Types and Figures. 

Complete the text of chapter 7. Analyze exercises on pages 64-65. 
The first quotation might have been written, 

"Silently one by one, like flowers in infinite meadows, 
Appeared the lovely stars, like forget-me-nots of the angels." 
Or again, 

"Silently one by one, in infinite meadows appearing. 
Blossomed the lovely flowers, the forget-me-nots of the angels." 
Either would have preserved the form and satisfied the demands of 
meter, giving approximately the same meaning. Let the class decide the 
exact difference, and the advantage in the form the poet chose. 
Exercises 16, 17, and 18, Articulation. 
For memory: Frank Dempster Sherman. 
"Wizard Frost," 1-83. 
"The Four Winds," 3-26. 
"May," 6-94. 

Lesson XVIII. 

Types and Figures. 

Study, "The Chambered Nautilus." 

Diacritical marks. All sounds of "o," with type words. 

For memory: "Little White Lily," Macdonald. 1-60. 

"The Violet," Lucy Larcom. 3-27. 

"Jack Frost," Hannah Gould. 3-88. 4-18. 

Lesson XIX. 

Types and Figures. 

Study the figures of Gray's "Elegy," page 207-210. 
Exercises 19 and 20, Articulation. 
For memory: Henry W. Longfellow. 

"Rain in Summer." 4-9. 

"The Children's Hour," 4-20. 

"Excelsior," 5-89. 

"Hymn to the Night," 7-81. 

"A Psalm of Life," 5-82. 

"The Day is Done," 5-37. 

Lesson XX. 

Drill Lesson. 

"The Southern Soldier," pages 213-214. 

Diacritical marks. All sounds of "u" and the diphthongs, with type 
words. 

For memory: Henry W. Longfellow. 

"Ship of State," 8-67. 

"The Arsenal at Springfield," 8-65. 

"Daybreak," 7-78. 

"The Builders," 6-83. 

Lesson XXI. 

Effects. 

Study chapter 8, through page 73. 
Assign the exercises suggested on page 73. 
Reference: Sherman, chapters 14-17. 
Exercises 21 and 22, Articulation. 
For memory: Robert Browning. 

"Incident of the French Camp," 8-43. 

"Apparitions," 8-45. 

"How They Brought the Good News," text, pages 239- 
240. P. 79. 



Kansas High Schools. Bi 

Lesson XXII. 

Effects. 
Exercises, page 78. 
Diacritical marks. The consonants. 
For memory: "I Love You, Mother," Joy Allison. 1-86, 3-92. 

"Marjorie's Almanac," Aldrich. 3-94. 

"Consider," Rossetti. 3-86. 

Lesson XXIIL 

Effects. 

Study the "effects" in the first five stanzas of "How They Brought the 
Good News from Ghent to Aix," pages 239-240. 
Exercises 23 and 24, Articulation. 
For memory: Charles Kingsley. 

"The Three Fishers," 6-19. P. 72. 

"The Lost Doll," 1-42. 

"A Farewell," 4-80. 

"The Sands of Dee," 5-60. 

Lesson XXIV. 

Effects. 

Complete "How They Brought the Good News from Ghent to Aix.'' 
Mark and pronounce list of words commonly mispronounced. 
For memory: James Russell Lowell. 

"The First Snowfall," 6-16. 

"The Present Crisis," 8-77. 

"The Finding of the Lyre," 7-83. 

Lesson XXV. 

Effects. 

Study "The Death of Little Nell," pages 236-237. 

Exercises 25 and 26, Articulation. 

For memory: "The Little Plant," Kate L. Brown. 1-58. 

"The Tempest," James T. Field. 3-74. 

"A Song," James Whitcomb Riley. 4-30. 

"Before the Rain," Aldrich. 6-92. 

Lesson XXVI. 

Effects. 

Complete "The Death of Little Nell." 

Exercise in diacritical marks. 

For memory: "If I Were a Sunbeam," Lucy Larcom. 1-78. 

"November," Alice Cary. 3-65. 

"The Wind in a Frolic," William Howitt. 4-48. 

Lesson XXVII. 

Effects. 

Make an examination of second, third and fourth readers for material 
containing effects. Have illustrations read in class. 
Exercises 27 and 28, Articulation. 
For memory: "How the Leaves Came Down," Susan Coolidge. 1-81. 

"Thanksgiving Day," Lydia M. Child. 3-32. 

"A Fairy Tale," Helen Gray Cone. 4-51. 

^6 



82 Normal Training Course. 

Lesson XXVIII. 

Study and read "Abraham Lincoln," pages 212-213. 

Exercise in diacritical marks. 

For memory: "Lady Moon," Lord Houghton. 1-92. 

"Good Night and Good Morning," Lord Houghton. 1-89. 

"Answer to a Child's Question," Coleridge. 3-90. 

From "Rime of the Ancient Mariner," Coleridge. 4-43. 

Lesson XXIX. 

Study and read "Liberty and Union," pages 214-215. 

Exercises 29 and 30, Articulation. 

For memory: "Good Night," Victor Hugo. 1-22. 

"0, Little Town of Bethlehem," Brooks. 3-73. 

"Night," Blake. 4-42. 

Lesson XXX. 
Examination. 

Lesson XXXI. 

Primary Reading. 

Study chapter 9, through page 85. 
Discussion of first nine questions, page 102. 
Exercises 31 and 32, Articulation. 
For memory: William Shakespeare. 

"Ariel's Song," 1-69. 

"Over Hill, Over Dale," 3-21. 

"Hark!" 4-44. 

Lesson XXXII. 

An Eclectic Method. 

Chapter 9 to the word list, page 88. 
Discussion of questions 10 to 24. 
For memory: William Shakespeare. 

"A Violet Bank," 5-7. 

"Orpheus With His Lute," 6-40. 

"Good Name," 7-7. 

"Polonius's Advice," 8-8. 

Lesson XXXIII. 

An Eclectic Method. 

Chapter 9 to phonics, page 91. 
Discussion to question 31. 
Exercises 33 and 34, Articulation. 
For memory: William Shakespeare. 

"A Sea Dirge," 5-17. 

"The Downfall of Wolsey," 7-10. 

"The Quality of Mercy," 8-10. 

"Silvia," 8-10. 

"Adversity," 8-11. 
. "Moonlight," 8-12. 



Kansas High Schools. 88 

Lesson XXXIV. 

An Eclectic Method. 

Chapter 9 to "Course in Primary Reading," page 94. 

Discussion to question 42, 

For memory: "The Cow," R. L. Stevenson. 1-62. 

"Thank You, Pretty Cow," Jane Taylor. 1-59. 

"Milking Time," Rossetti. 1-63. 

"A Song," Riley. 3-29. 

"The Brook Song," Riley. 4-22. 

"A Sudden Shower," Riley. 4-59. 

Lesson XXXV. 

Course in Primary Reading. 

Discussion of "Course in Primary Reading," chapter 9. 

Study chapter 15. 

Exercises 35 and 36, Articulation. 

For memory: Sir Walter Scott. 

"Hie Away," 1-73. 

"Lullaby," 3-87. 

"My Native Land," 6-75. P. 26. 

"Soldier, Rest!" 7-28. P. 34. 

"Coronach," 8-27. 

"Lochinvar." P. 14, text, pages 216-217. 

Lesson XXXVI. 

Methods in Intermediate Reading. 

Study chapter 16 to top of page 178. 

Study with the class one or two sets of second readers. 

For memory: John Greenleaf Whittier. 

"Indian Summer," 3-64. 

"The Barefoot Boy," 4-73. 

"The Huskers," 5-27. 

"The Frost Spirit," 3-67. 

Lesson XXXVII. 

Methods in Intermediate Reading. 

Complete chapter 16. 

Study the third reader. 

Exercise 37, Articulation. 

For memory: William Cullen Bryant. 

"Robert of Lincoln," 4-27. 

"The Yellow Violet," 4-52. P. 62. 

"The Gladness of Nature," 5-9. 

"Song of Marion's Men," 6-33. P. 17. 

Lesson XXXVIII. 
Dramatization. 

This work can be given in any grade, using material adapted to the age 
of the pupils. In mixed schools it should be limited to rare occasions, as 
it naturally attracts the attention of all in the room, and requires too 
much time for the limited schedule. 

Finish chapter 9. Dramatize several selections of different types. 

For memory: The selections for dramatization. 



84 Normal Training Course. 

Lesson XXXIX. 

Silent Reading and Expression. 

Study chapter 17 to middle of page 190. 
Study "Lochinvar," pages 216-217. 
Exercise 38, pages 160-161. 
For memory: William Cullen Bryant. 

"March," 6-47. 

"To the Evening Wind," 6-57. 

"To a Waterfowl," 7-72. P. 77. 

Lesson XL. 

Silent Reading and Expression. 

Complete chapter 17. Discussion of review questions. 
For memory: Ralph Waldo Emerson. 

From "Woodnotes," 7-76. 

"Duty," 8-62. 

"Concord Hymn," 8-62. 

"Each and All," 8-63. 

Lesson XLI. 

The Divisio7i of the Recitation and Assignment of the Lesson. 

Study chapter 10. 

Study "The Lady of Shalott," Parts I and II, pages 228-230. 

For memory: Alfred, Lord Tennyson. 

"The Shell," 5-62. 

"Break, Break, Break." 6-56. 

"The Bugle Call," 7-50. 

Lesson XLII. 

Complete "The Lady of Shalott." 

For memory: Oliver Wendell Holmes. 

"Old Ironsides," 6-76. P. 26. 

"The Last Leaf," 8-74. 

"The Chambered Nautilus," 8-73. 

Lesson XLIII. 

Classification of Material. 

Chapter 11, to "The fourth class," page 119. 

Discussion of first sixteen questions, page 127. 

For memory: "Norse Lullaby," Eugene Field. 4-81. 

"Daffodils," William Wordsworth. 8-25. P. 64. 

"Recessional," Kipling. 7-71. 

Lesson XLIV. 

Classification of Material. 

Complete chapter 11, with discussion of remaining review questions. 
For memory: "To a Mountain Daisy," Burns. 8-23. 

"My Heart's in the Highlands," Burns. 7-25. 
"The Star-Spangled Banner," Key. 7-32. 
"Waiting," Burroughs. 7-85. 

"O Captain! My Captain!" Walt Whitman. 8-80. 
"Abou Ben Adh6m," Leigh Hunt. P. 112. 



Kansas High Schools. 85 



OBSERVATION WORK. 

The observation work should begin with the first review subject and 
should be continued throughout the year. At least once each week, or as 
often as practicable, the superintendent or the teacher in charge of the 
normal-training class should arrange a date with the grade teacher to be 
visited, should furnish the class an outline of the points to be observed, 
and should accompany the class on the visit. The following day at least 
a part of the recitation period should be devoted to a discussion of the 
results of the visit. The teacher should in a measure direct the discussion 
and should make it clear to the class that there is to be no criticism, and 
particularly no adverse criticism, of the teacher outside the classroom. 
The visitation may follow the order of the grades, beginning with the 
primary, or it may take the order in which the subject is developed in the 
normal-training outline. But the visitation should give the class the bene- 
fit of observing work in every grade and on every phase of the subject 
under consideration. 

The following is suggested as a working outline of the matters to be 
observed. It is not expected that all of these points will be noted at any 
one visit; but during the course of the visitation in any one subject they 
should all be given careful attention. 

OUTLINE. 

1. Condition of room — 

a. As to neatness. . 

b. As to ventilation. 

c. As to lighting. 

d. As to order, 

e. As to decorations. 

f. Summarize physical condition of room. Discuss this fully. 

g. Were pupils and teacher as neat as could reasonably be ex- 

pected? 

2. Subject matter of lesson. 

a. What was it? 

b. Was there enough of it? Too much? 

c. Was it adapted to pupils? 

3. How the lesson was developed by the teacher. 

a. Was it by quizzing, or explanation, or both? 

b. If there was explanation was it merely repetition of textbook 

statements, or was it by additional facts and comparisons? 

c. Had teacher specially prepared lesson? 

d. Was it handled topically, or in order of the paragraphs in text- 

book? 

e. Did teacher employ skill in questioning, or were questions such 

as were obviously suggested by textbook? 

f. Were questions such as suggested the answer? 

g. Were questions addressed only to a certain few, and probably 

the brighter ones of the class? 

h. Were pupils questioned in rotation? 

i. Was attitude of those not reciting one of attention or of in- 
difference? 

j. Were pupils prompt in rising and responding to questions? 

k. Were interruptions, by holding up of hands or otherwise, per- 
mitted? 

1. How might lesson have been conducted differently with advan- 
tage? 

4. The personality of the teacher. 

a. Was teacher well poised, or nervous and disturbed? 

b. Was teacher's voice well modulated? 

c. Was teacher animated and thoroughly interested in her work? 

d. If there was lack in any of the above respects, what, in your 

opinion, was the cause and how could it be remedied? 



86 Normal Training Course. 

5. How lesson was recited by pupils. 

a. Their preparation. 

b. Their presentation. 

c. Their associations and comparisons. 

d. Their generalizations and applications. 

e. Did pupils speak in proper tones? 

6. Assignment of next day's lesson. 

a. How and when made? 

b. What was object in assignment? 

7. Interest of pupils. 

a. Was it good? 

b. If so, why? 

c. If not, why not? 

8. The pupils as individuals. 

a. What pupils had the lesson? 

b. What pupils did not have the lesson? 

c. Was failure on account of lack of study, lack of previous knowl- 

edge, lack of interest, or physical defect? 

d. What was done to correct wrong habits? 

e. What was done to encourage good habits? 






Kansas High Schools. 87 



PRACTICE TEACHING. 

No practice teaching is required or expected. When teachers take 
visiting days or are ill, however, the members of the normal-training 
class should be utilized as substitutes. But in all such cases the mem- 
bers of the class to so act should be given preliminary notice if possible, 
and the work they are to do should be outlined and canvassed with them 
by the teacher or superintendent. 



EXAMINATION. 



All applicants for normal-training certificates must have on file in the 
office of the state superintendent of public instruction a certificate signed 
by the principal of the high school or academy, showing that they are 
graduates, or will be graduates by June 1, of a full four-years course, 
including the required work in normal-training, and that such school has 
been duly recognized for normal-training work by the State Board of 
Education. This certificate shall include a transcript of all grades made 
during the four years. 

Only those pupils will be eligible to the examination whose pledges are 
on file in the office of the state superintendent of public instruction. 

Applicants must be examined in the branches heretofore named, viz.: 
American history, psychology, methods, management, arithmetic, geog- 
raphy, grammar, and reading. 

It is expected that this examination will not go beyond the material 
outlined in this Manual, and will deal with methods of teaching as well 
as subject matter. 



RENEWAL OF CERTIFICATES. 

The State Board of Education has established the following rules 
governing the renewal of normal training certificates: 

First. Evidence of successful experience and professional interest on 
the part of holders of such certificates satisfactory to the State Board of 
Education. 

Second. Holders shall attend two county teachers' institutes ; provided, 
that attendance at an approved summer training school for two summers 
ishall be accepted in lieu of such institute attendance. 

Third. Holders shall pursue such a course of professional reading as 
shall be outlined by the State Board of Education. 

Fourth. H<)lders shall have taught one year of at least twenty weeks 
out of the two years; provided, that attendance at a recognized institu- 
tion of higher learning for two years shall be accepted in lieu of the re- 
quired teaching experience. 

It is expected that holders will attend one of the two institutes re- 
quired before beginning to teach. 



